Victimization, loneliness, overt and relational violence at the school from a gender perspective (original) (raw)
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An Analysis of the Relationship between Victimization and Violent Behavior at School
The Spanish Journal of Psychology, 2013
Previous studies have identified two subgroups of school violence victims: submissive and aggressive. Submissive victims are characterized by their withdrawal in violent situations, while aggressive victims combine hostile behavior with victimization. This study focuses on the second subgroup and aims to analyze possible factors influencing the transition from passive victimization to involvement in aggressive behaviors within the school context. To test these relationships, 1319 adolescents between 12 and 16 years of age were recruited from seven secondary schools in various Spanish provinces. Structural equation modeling techniques were used to analyze the data. Results supported Emler’s theory, which posits that the victim’s helplessness in situations of intimidation, along with disappointment resulting from a lack of expected protection from adult authority figures, may result in adolescents searching and developing an antisocial and non-conformist reputation that helps them def...
Junior High School Students as Victims of Violence at School
2014
This article discusses the situation of victims of violence at junior high schools, taking into consideration various forms of peer aggression, such as mobbing, bullying and the problem of the so called hazing. At the beginning, it discusses the aspects of the educational environment of junior high schools, then identifies various forms of violence at school, victim selection criteria and perpetrators’ motives. The main goal is to point to some characteristic qualities or behavior that make some students susceptible to violence, make them victims. What are the consequences, what type of support do the victims need and what is the scale of this problem in Polish schools? The last part of the article is devoted to educational challenges for a school with regard to prevention of peer aggression.
Predictors of peer victimisation in the context of secondary school
Annals of Medicine
View related articles View Crossmark data emphasised [1]. Research supports the need of studying protective and risk factors for victimisation in light of the ecological model, once it highlights the connection between individual characteristics, family, school and community [2]. Two main objectives will be analysed: (a) the risk factors associated with four global types of victimisation (overt, reactive overt, relational and reactive relational) and seven subtypes of victimisation behaviours that the adolescent's might experience (e.g. social manipulation, social exclusion) using the ecological model; (b) discuss how the study of risk factors contributes to the strategies to be outlined in the context of an intervention program. Materials and methods: 584 high school adolescents participated in this quasi-experimental study, aged between 12 and 19 years (M ¼ 15.20; DP ¼ 1.90). The participants completed: School aggression and violence: Victimisation symptoms and behaviours Questionnaire [3], Perception of Social-Family Support and Perception of Peer Support Scales [4], Parental Support Questionnaire-Short Form [5], and School Climate Questionnaire [6]. Ethics committee approved the investigation and informed consent was obtained from parents. The questionnaires (anonymous and confidential) were completed in a classroom context. Using Hierarchical Linear Regression, two models were built, in which the qualitative variables (e.g. age, gender) were first inserted, followed by the factors peer support, family and school climate. Results: The global types of victimisation were better explained by reactive relational victimisation (18.60% of total variance) while the specific types of victimisation by the harassment model (19.30% of the total variance), both by the factor social support from family and friends (respectively 13.80% and 10.70% of the variance). In short, boys showed a higher risk of overt victimisation, while girls reported more relational victimisation. Perceiving a poor support from family and friends places the adolescents at a higher risk of peer victimisation by harassment, but also by exclusion/social isolation, coercion, intimidation, threats and aggressiveness. The higher the perception of a school climate characterised by violence, the higher the risk of peer victimisation, specifically by harassment. No cases of victimisation per bullying were identified. Discussion and conclusions: The risk factors found were indicative that these adolescents would benefit from a universal intervention model. These are developed in the classroom context for all students and do not include a selection of subjects with a specific need for intervention. Strategies should be oriented towards socio-emotional interventions, which include emotional management and interpersonal conflicts. These have shown good results in reducing violence in young people, including bullying, but also in reducing disruptive behaviours in the classroom. Greater knowledge of teachers and administrative staff, but also parents, and using rules that promote social inclusion, would facilitate the identification and signalling of students at risk. School administrations should adopt more integrated prevention policies and not only sanctioning measures, promoting a school climate perceived as protective and without violence.
School violence roles and sociometric status among Spanish students
2010
This study examines the relation between the social adjustment in the classroom and the role of aggressor or victim, in school violence situations. Participants were 1,635 students (aged 14-18 years old), from a representative sample, with different levels (compulsory secondary education, specific/initial training courses and vocational programs). Students filled out a questionnaire that included measures of types of violence (exclusion, verbal violence, physical violence), from the point of view of the three roles that are implicated (aggressors, victims and observants), and a sociometric questionnaire. The variables measured were: frequency of school violence (exclusion, psychological violence and physical violence) and the peer status (rejected, controversial, neglected, average or popular). The statistic analyses used were χ²and F-tests. From the results we can point out the importance of these variables in the school violence situations. The implications of these findings and the relevance for preventive programs are discussed.
The Spanish journal of psychology, 2010
This study analyzes the relationships of adolescents' perceptions of their family and classroom environments with peer relational victimization, taking into account that these relationships could be mediated by adolescents' self-esteem, feelings of loneliness, and sociometric status. These relationships, and their possible gender differences, were analyzed in a sample of 1319 Spanish adolescents (48% boys and 52% girls), ages 11 to 16 years (M = 13.7, SD = 1.5). A structural equation modeling was calculated for boys and girls separately. The findings suggested that the adolescents' self-esteem, loneliness, and sociometric status had a significant direct effect on peer relational victimization for boys, and adolescents' loneliness and sociometric status for girls. Their perceptions of family and classroom environments had a significant indirect effect on peer relational victimization for boys and girls, but the paths were different. Overall, findings suggested that a negative classroom environment had a more relevant effect in relational victimization for boys.
School Violence Between Adolescents: Prevalence and Factors Associated to Victims and Aggressors
Reme Revista Mineira de Enfermagem, 2019
Objective: analyzing the prevalence of school violence among Brazilian adolescents, focusing on the factors associated with the behavior of victimization and aggression in school actors. Methods: cross-sectional study with 678 students from 10 to 19 years of age in public municipal schools of Campina Grande, Brazil. The following variables were analyzed: sex, age, school violence, physical, psychological, material, virtual, and symbolic violence; use of alcohol, melee weapons, and firearms at school. The Escala de Violência Escolar (EVE) was used. Data were organized using the statistical program SPSS, considering a significance level of 5% and a confidence interval of 95%. Results: school violence was reported by 86.3% of students. Female adolescents were victims of psychological violence (79.7%), while male adolescents were more victimized by physical violence (65.4%). An association was found between the variable "being an aggressor" and "use of alcohol" (p<0.001; RP=3.92 [2.01-7.65]), "carrying melee weapons at school" (p=0.03; RP=2. 17 [1.08-4.34]) and "carrying firearms" (RP=17.73; [2.32-135.02]). Conclusion: school violence is high and involves, predominantly male students, who show risk behavior both as victims and as aggressors.
Social Context and the Consequences of Peer Violence and Bullying
Defendologija, 2012
Violence is a serious social problem that exists both in developed and underdeveloped countries. As a society in transition, Serbia is unfortunately not an exception, and in the last thirty years, based on objective statistical data, Serbia leads in the region regarding the rise of this social phenomenon. The subject of this research is to identify the possibilities and limits of the emergence, spreading and suppression of various manifestations of violence in schools, as well as to use the collective awareness of peer-topeer relationships, that is, to ask students about their views on whether peer violence problem exists and what their active role in addressing it is. The goal of this research is not to identify wide-ranging effects of peer violence on society, but to promote the need to recognize peer violence as an important trigger for future social problems, and in that regard, invite schools to prepare programs to prevent violence in schools through teaching and extracurricular activities, where students would have subject positions. Based on the research results obtained, we can see that peer violence significantly affects school atmosphere and has an impact on the overall personality development of students who attend the final grade of the eight-year city school. It has been proven that a large number of surveyed students do not report violence because of fear, prejudice, conformism; however, students talk about it to their parents and teachers in private, seeking help and support. We conclude that students are not sufficiently empowered and encouraged to actively grow up in the school environment, which opens up new research questions on the ways, dynamics and readiness of the society to increase the number of preventative activities in schools.
Infancia y Aprendizaje, 2014
The distinction between subtypes of passive and aggressive victims in studies of bullying has been a cornerstone of research in recent decades. However, some aspects of victimization still need further elaboration, such as the differentiation of subtypes of aggressive victims of bullying, the dynamics of the process of victimization, and the perceptions that participants have of their victimized classmates. The objective of this qualitative research is to distinguish between different types of aggressive victims, taking account of the testimonies of secondary school students. Focus groups and in-depth interviews have been conducted with 72 adolescents from the second, third and fourth years of Compulsory Secondary Education and the information has been analysed following the steps proposed by Grounded Theory; a systematic methodology involving the discovery of theory through the analysis of data. The results identify six types of aggressive victims: due to the accumulation of stress, provocative victims, victims through contagion, passive telltale victims, academically gifted victims protected by teachers, and finally, displaced aggression victims.
Revista Comunicar, 2020
School violence alludes to peer bullying and aggression in school. The field of communication has studied school violence by analyzing the influence of media and interpersonal relationships on aggressive behaviors. This article provides a perspective on school violence and concentrates on determining the influence of interpersonal communication with parents and teachers on adolescent aggressors and victims in school contexts. A non-experimental correlational-transverse design was used with a sample of 1,082 adolescents (M=15,61; DT=0,90). Three reliable scales were implemented to assess adolescent aggression and parental and pedagogical communication. Findings indicate that aggressions among adolescents at school and the interpersonal communication with parents and teachers present differences associated with gender (p=0,00). At the family level, it was found that offensive communication among parents and children (β=0,225; p=0,00) predicts an increment on school victimization. At the pedagogical level, it revealed that teacher communication intended to discipline students (β=−0,297; p=0,00) and make them see the importance of school and learning (β=−0,120; p=0,04) predicts a decrease in aggressive behavior among adolescents and school victimization. These new findings in education evidence the need to strengthen students' interpersonal communication with their parents and teachers to obtain better results when implementing strategies to intervene and prevent school violence. Resumen La violencia escolar hace alusión al acoso y agresión entre iguales en la escuela. A nivel comunicacional, se ha estudiado este problema analizando la incidencia de los medios y las relaciones interpersonales en las conductas agresivas. Este artículo aporta una perspectiva de la violencia escolar centrada en determinar la influencia de la comunicación familiar y pedagógica en adolescentes agresores y víctimas en la escuela. Se usó un diseño no experimental de tipo correlacional-transversal con una muestra de 1.082 adolescentes © COMUNICAR, 63 (2020-2); e-ISSN: 1988-3293; Preprint (M=15,61; DT=0,90). Se aplicaron tres escalas confiables que evaluaron las agresiones entre adolescentes y la comunicación parental y pedagógica. Los hallazgos indican que las agresiones entre adolescentes y la comunicación que estos tienen con sus padres y profesores presentaron diferencias asociadas al género (p=0,00). La comunicación ofensiva entre padres e hijos (β=0,225; p=0,00) predijo el aumento de la victimización escolar. Pedagógicamente, se encontró que la comunicación del profesor orientada a generar disciplina en los alumnos (β=−0,297; p=0,00) y hacerles ver la importancia de estudiar y aprender (β=−0,120; p=0,04) predicen respectivamente, la disminución de los comportamientos agresivos entre adolescentes y la victimización. Estos hallazgos novedosos en materia pedagógica evidencian la necesidad de fortalecer la comunicación interpersonal de los estudiantes con sus padres y profesores para lograr resultados eficaces en la implementación de estrategias de prevención e intervención contra la violencia escolar.