Percepción de inseguridad, victimización y restricciones en la vida cotidiana en función del ciclo vital, en Morelos, México / Perception of insecurity, victimization and restrictions in daily life according to the life cycle, in Morelos, Mexico / Percepção da insegurança, vitimização e as limitações na vida diária baseada no ciclo vital, em Morelos, México

Resumen Los estudios sobre percepción de inseguridad, victimización y restricciones en la vida cotidiana en países con altos índices de criminalidad son escasos. Objetivo: examinar la percepción de inseguridad, victimización y variaciones de las rutinas en función de la edad. Método: se ha realizado una adaptación de la Encuesta Nacional sobre Victimización y Percepción de Inseguridad (ENVIPE). Participaron 8.170 sujetos de ambos sexos (49,9 % mujeres y 50,1 % hombres), de entre 12 y 75 años, residentes en el Estado de Morelos, seleccionados a partir de un muestreo probabilístico estratificado y proporcional. Respecto a la edad, se establecieron los siguientes intervalos en función de las distintas etapas del ciclo vital: [12-17 años] 24 %, [18-20 años] 8 %, [21-30 años] 14 %, [31 y 40 años] 14 %, [41 y 60 años] 20 % y [61 o más años] 20 %. Resultados: indicaron diferencias significativas en la percepción de inseguridad, victimización y restricciones en las actividades cotidianas en función de la edad. Los adolescentes informaron de mayor percepción de inseguridad y de menos restricciones en su vida cotidiana. También, los adolescentes y los mayores de 61 años presentaron una menor victimización. Conclusión: los adolescentes constituyen el grupo de mayor vulnerabilidad para la victimización, perciben mayor inseguridad y realizan menos cambios en sus rutinas para protegerse de la delincuencia. Finalmente, se discuten los resultados.

Abstract Studies on the perception of insecurity, victimization and restrictions in daily life in countries with high crime rates are scarce. Objective: examining the awareness of insecurity and victimization, and the routine variations taking place according to age. Method: an adaptation has been made of the National Survey on Victimization and Perception of Insecurity (ENVIPE). A total of 8,170 subjects of both sexes (49.9% women and 50.1% men), between 12 and 75 years old, residents in the State of Morelos, selected from a stratified and proportional probabilistic sampling. Regarding age, the following intervals were established depending on the different stages of the life cycle: [12-17 years] 24%, [18-20 years] 8%, [21-30 years] 14%, [31 and 40 years] 14%, [41 and 60 years] 20% and [61 or above] 20%. Results: Significant differences in the perception of insecurity, victimization and restrictions in daily activities based on age were shown. Adolescents reported greater insight with respect to insecurity and fewer restrictions in their daily lives. Also, adolescents and those over 61 years of age presented lower victimization. Conclusion: adolescents are the most vulnerable group for victimization; they perceive higher uncertainty and generally introduce fewer changes in their routines to protect themselves from crime. Finally, the results are discussed.

Resumo Os estudos sobre a percepção da insegurança, vitimização e as limitações na vida diária nos países com índices elevados de criminalidade são escassos. Objetivo: examinar a percepção da insegurança, vitimização e as variações das rotinas baseadas na idade. Método: uma adaptação da Escola Nacional sobre Vitimização e Percepção de Insegurança (ENVIPE) foi realizada. 8.170 sujeitos de ambos os sexos participaram (49.9% mulheres e 50.1% homens), entre e 75 anos, residentes no estado de Morelos, selecionados de uma amostra probabilística estratificada e proporcional. Com respeito à idade, os seguintes intervalos baseados nos diferentes estágios do ciclo vital forma estabelecidos: [12-17 anos] 24%, [18-20 anos] 8%, [21-30 anos] 14%, [31 e 40 anos] 14%, [41 e 60 anos] 20% e [61 ou mais anos] 20%. Resultados: indicaram diferenças significativas na percepção de insegurança, vitimização e as limitações nas atividades diárias baseadas na idade. Os adolescentes informaram uma maior percepção de insegurança e de menos limitações em sua vida diária. Também, os adolescentes e maiores de 61 anos apresentaram uma vitimização menor. Conclusão: os adolescentes constituem o grupo de maior vulnerabilidade para a vitimização, percebem maior insegurança e fazem menos mudanças em suas rotinas para proteger-se da delinquência. Finalmente, os resultados são discutidos.

Satisfacción con la vida, victimización y percepción de inseguridad en Morelos, México / Satisfaction with life, victimization, and perception of insecurity in Morelos

Objetivo. Examinar la influencia que ejercen la victimización, la percepción de inseguridad y los cambios en las rutinas en la satisfacción con la vida. Material y métodos. Participaron 7 535 sujetos (50.2% hombres) de entre 12 y 60 años, seleccionados a partir de un muestreo estratificado proporcional. Se calculó un análisis multivariado de la varianza (Manova) y un análisis de regresión logística politómica. Resultados. Se observaron diferencias significativas en victimización, percepción de inseguridad y restricciones en actividades cotidianas en función del grado de satisfacción con la vida. Además, las medidas de protección, la percepción de inseguridad y las restricciones en actividades cotidianas se relacionaron con la satisfacción con la vida. Conclusiones. Un bajo nivel de satisfacción con la vida se asoció con haber sido víctima, con la percepción de inseguridad en espacios públicos y con la adopción de medidas de protección física y control de la información.

Objective. To examines the influence of victimization, perceived insecurity and restrictions on daily routines in life satisfaction. Materials and methods. Participants were 7535 (50.2% men) aged between 12 and 60, selected from a proportional stratified sampling. MANOVA and polytomous logistic regression model were calculated. Results. We found significant differences in victimization, perceived insecurity and restrictions on daily routines in relation with life satisfaction levels. Also, physical protective measures, control of personal information, perception of insecurity in public areas and restrictions on daily routines were related to lower levels of satisfaction with life. Conclusions. Lowest levels of satisfaction with life were associated with victimization, perception of insecurity in public areas, and restrictions on daily routines.

Análisis psicosocial del consumo de alcohol en adolescentes mexicanos / Psychosocial Analysis of Alcohol Consumption in Mexican Adolescents

El objetivo del presente estudio fue realizar un análisis psicosocial del consumo de alcohol en adolescentes mexicanos, considerando de forma simultánea las variables personales, familiares, escolares y sociales. Se realizó un estudio de tipo explicativo. La muestra estuvo conformada por 1.245 adolescentes de ambos sexos, procedentes de dos centros educativos de secundaria y dos de preparatoria, con edades comprendidas entre los 12 y los 17 años. Se realizó un modelo de ecuaciones estructurales que explicó el 66 % de la varianza y se exploró el efecto moderador del género. Los resultados se discuten en función de los estudios más relevantes en la temática de esta investigación.

The objective of the present study was to analyze the psychosocial alcohol consumption in Mexican adolescents, taking into account simultaneously personal, family, school and social variables. The type of study is explanatory. The sample consisted of 1245 adolescents girls and boys form two secondary and preparatory schools, with ages between 12 and 17 years old. A structural equations model explained 66% of the variance and also it was explored the moderating effect of gender. The results are discussed in terms of the relevant studies on the subject of this investigation.

Estatus sociométrico y violencia escolar en adolescentes: implicaciones de la autoestima, la familia y la escuela / Sociometric status and school violence on adolescents: implications of self-esteem, family and school

El objetivo general del presente estudio es examinar si el vínculo entre los escenarios de socialización familiar y escolar y la violencia escolar difiere en alumnos aceptados y rechazados. Participaron 1068 adolescentes, de entre 11 y 16 años, pertenecientes a cuatro centros educativos de la Comunidad Valenciana (España). Se llevó a cabo un modelo de ecuaciones estructurales con el programa EQS y se efectuaron análisis multigrupo entre adolescentes rechazados y aceptados. Los resultados muestran que el apoyo parental se relaciona con la violencia escolar a través de la percepción de la escuela y la autoestima familiar y escolar. Así, la percepción negativa de la escuela se asocia positivamente con la violencia escolar, mientras que la autoestima escolar se encuentra negativamente asociada con la violencia. También se han encontrado diferencias entre adolescentes rechazados y aceptados en la relación entre el apoyo parental y la violencia escolar. La autoestima familiar se asocia con la violencia escolar únicamente en adolescentes rechazados mientras que el apoyo del padre se relaciona con la autoestima escolar únicamente en los alumnos aceptados. Finalmente, se discuten los resultados y sus posibles implicaciones.

The general aim of the present study is to examine whether the link between the family and school contexts, as well as school violence is different among peer accepted and peer rejected adolescents. Participants were 1068 adolescents, ages ranged from 11 to 16 years old, from four schools in Valencian Community (Spain). Structural equation modeling was carried out using the EQS program and multigroup analysis between peer accepted and peer rejected adolescents were conducted. Results show that parental support is related to school violence through perception of school, family and school self-esteem. So, perception of school is positive related to school-based violence, whereas academic and family self-esteem are negatively related. It is also found some differences between peer rejected and accepted adolescents on the relationship between parental support and school violence. Family self-esteem is negatively associated with school-based violence only on rejected adolescents, whereas parents support is related to academic self-esteem only on accepted adolescents. Finally, results and its possible implications are discussed.

Violencia escolar en adolescentes rechazados y aceptados: un análisis de sus relaciones con variables familiares y escolares / School - based violence on peer - rejected and peer-accepted adolecents: an analysis of its relationships with family and school variable / Violência escolar em adolescentes rejeitados e aceitos: uma análise de suas relações com variáveis e escolares

La investigación sobre la violencia escolar y la aceptación (o rechazo) de los adolescentes por su grupo de iguales resulta, todavía poco concluyente. No obstante, se ha observado que los adolescentes violentos y los rechazados informan de problemas en sus relaciones familiares y en la escuela. Este estudio tiene como objetivo analizar la relación entre variables familiares, variables escolares y la violencia escolar, en adolescentes rechazados y populares. Participaron 1068 adolescentes de entre 11 y 16 años. Se han calculado modelos de ecuaciones estructurales. Los resultados muestran que las variables familiares se relacionan de modo diferente con la violencia escolar en rechazados y aceptados: la autoestima familiar ejerce un efecto directo en la violencia escolar en el grupo de rechazados y un efecto indirecto en adolescentes aceptados, mientras que el apoyo del padre se relaciona con la autoestima escolar en el grupo de aceptados pero no en el de rechazados.

Research on school violence and peer acceptance (or rejection) is still inconclusive. However, it has been observed violent and rejected adolescents report problems in their family relationships and school. The present study aims to analyse the relationship between particular family variables, school variables, and school based violence, on the basis of rejected and popular adolescents. Participants were 1068 aged from 11 to 16 years old. Statistical analyses were carried out using structural equation modelling. Results showed family variables are differently related to school-based violence: family self-esteem exerts a direct effect on school-based violence among rejected, and an indirect effect on accepted adolescents, whereas father support are related to school self-esteem among accepted.

A pesquisa sobre violência escolar e a aceitação (ou rejeição) dos adolescentes pelo seu grupo de pares ainda é pouco conclusiva. Entretanto, tem sido observado que os adolescentes violentos e os rejeitados apresentam problemas nas relações familiares e na escola. Este estudo tem como objetivo analisar a relação entre variáveis familiares, variáveis escolares e a violência escolar em adolescentes rejeitados e adolescentes populares. Participaram 1068 adolescentes entre 11 e 16 anos. Foram calculados modelos de equações estruturais. Os resultados mostram que as variáveis familiares se relacionam de modo diferente com a violência escolar em adolescentes rejeitados e aceitos: a autoestima familiar exerce um efeito direto na violência escolar no grupo de rejeitados e um efeito indireto em adolescentes aceitos, entretanto, o apoio do pais se relaciona com a autoestima escolar no grupo de aceitos, porém, não no grupo de rejeitados.

El rol de la comunicación familiar y del ajuste escolar en la salud mental del adolescente

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Summary Family and school contexts play an especially important role on adolescent psychological adjustment. Previous research shows, for example, that a negative family environment characterized by communication problems between parents and adolescents, is a risk factor for the development of children's mental health problems, such as depressive symptoms, anxiety and stress. On the contrary, family communication based on respect and affection, has a positive effect on adolescent psychological adjustment. Regarding school context, there are also some factors which have been associated with psychological adjustment problems, like academic failure, low school self-esteem, or interpersonal problems with peers (e.g. victimization). In this sense, prior studies have reported that adolescents with low school self-esteem or who have been victimized at school show more depressive symptomatology and psychological stress. Nevertheless, although the empirical evidence has demonstrated that some family and school factors directly influence adolescent psychological well-being, there are still some questions to answer to better understand relationships between these variables. For example, in relation to family communication, research has traditionally focused on communication with mother, while recent studies suggest that fathers and mothers may separately contribute to the explanation of some mental health problems in children. Along this line, some authors have reported that adolescent psychological adjustment seems to be more closely associated to a father-child relationship based on affect and acceptance. Taking into account all these findings, the aim of the present study was to analyze the influence of family communication (with father and mother separately) and school adjustment (school self-esteem and victimization problems) on adolescent's mental health (psychological distress: depressive symptomatology and perceived stress). Participants: In the study participated 1068 adolescents ranging in age from 11 to 16 years old, of whom 84% lived with both father and mother at the time when the research was taking place. Since in the present study adolescent's communication with father and mother is separately analyzed, it was considered that the final sample should be composed of adolescents who live with both parents. The final sample consisted of 875 adolescents from four public schools in the Valencian Community (Spain), mean age 13.7 years old, and of whom 47% were male. Prior to data collection, parents and teachers were informed about the objectives of the study. The adolescents filled out the scales, anonymously, in their schools during a regular class period. Measures and instruments were the following: Family communication, was measured using the 20-item Parent-Adolescent Communication Scale -PACS- from Barnes and Olson. The original scale shows a two-factor structure referring to degree of openness and extent of problems in family communication. However, we could not replicate this factor structure in our data. Principal component analysis with varimax rotation yielded a three-factor structure for father and mother separately: openness in family communication (10 items), offensive communication with parents (6 items), and avoidant communication with parents (4 items). Cronbach's reliability coefficients for these subscales were 0.87, 0.76 and 0.75 respectively. School self-esteem: was assessed using a 6-item School Self-Esteem Scale, adapted from a previous scale -AFA- from Musitu, García and Gutiérrez. This scale informs about the adolescent's self-perception in relation to school and academic matters. Coefficient alpha in the present study was 0.86. Victimization: was measured using a 6-item Victimization Scale which evaluates the frequency with which respondents have been victimized at school in the past 12 months. Cronbach's alpha coefficient for this scale was 0.82. Depressive symptomatology: was assessed by the Center of Epidemiological Studies Depression Scale -CESD. The CESD is a 20-item scale which evaluates the presence of depressive symptomatology, including depressed mood, positive affect, somatic and retarded activity, and negative perception of interpersonal relationships. It also provides a global measure of depressive mood, used in this study. Cronbach's alpha reliability for this scale in the present sample was 0.90. Perceived stress: was measured using the Perceived Stress Scale - PSS- from Cohen, Kamarck, and Mermelstein. The PSS is a 14-item scale which measures the degree to which respondents appraised situations as stressful within the last month. Coefficient alpha in the current study for this scale was 0.82. We used EQS 6.0 Structural Equation Program to examine the influence of family communication and school adjustment on adolescent's mental health (psychological distress). The structural model showed a good fit with the data: S-B χ2 (22, N = 875) = 55.56, p < .001; CFI = 0.98; IFI = 0.98; NNFI = 0.96; and RMSEA = 0.05; and explained 53.6% of variance in psychological distress. Latent variables in this model were: Communication with Father (indicators: open communication, offensive communication and avoidant communication), Communication with Mother (indicators: open communication, offensive communication and avoidant communication), School Self-Esteem, Victimization (these two variables consist of only one indicator), and Psychological Distress (indicators: depressive symptomatology and perceived stress). In the prediction of adolescent's psychological distress, results showed a direct influence of family communication problems on the degree of distress experienced. In other words, adolescents who informed about communication problems with their mothers and/or fathers, showed more depressive symptoms and stress. Moreover, we found an indirect influence of family communication on psychological distress, through its effect on adolescent's school adjustment. In this sense, results indicated that open communication with parents was positively associated with school self-esteem which, in turn, was negatively related to psychological distress. Also, communication with father showed an indirect relationship with adolescent's distress, through victimization at school: negative father-adolescent communication seems to be related to victimization problems, and these problems, in turn, have a direct influence on the degree of psychological distress. These findings are consistent with those reported in recent studies indicating that the father-child relationship and victimization problems at school are two interrelated factors. It is possible that this negative parent-adolescent interaction results in a "victim scheme" in children, that is to say, in the conception of parents as threatening figures and of oneself as a weak person, which makes these adolescents behave in a way that invites victimization by peers. As a conclusion, this investigation confirms previous research which points out the important role that family and school contexts play on adolescent mental health. Our results suggest that both family relationships and adjustment problems at school are directly related to the development of some psychological problems, such as the presence of depressive symptoms and stress. Moreover, results of the present study show that some family and school factors are interrelated and jointly contribute to the explanation of adolescent psychological distress. The findings suggest that communication problems in the family context may result in adjustment problems in the school context which, in turn, have a negative effect on adolescent mental health. Finally, caution about making causal inference from our results should be maintained, due to the correlational nature of the investigation. Further clarification of the relationships would require a longitudinal study. Nevertheless, from an exploratory point of view, the results of the current study could guide future investigations to obtain more conclusive data for the design of intervention programs.