ABSTRACT
Resumen Objetivo: Determinar la asociación relación familiar-social con la intimidación escolar (IE) entre pares en instituciones educativas públicas de cuatro municipios del Departamento del Valle del Cauca en 2009. Métodos: Estudio de casos y controles apareados por sexo e institución educativa. La población de estudio provino de una base de datos secundaria aportada por la Secretaría Departamental de Salud, la cual estaba constituida por escolares matriculados en grados de 6.° a 11.°. Se aplicó la escala de CISNEROS y el APGAR familiar. Mediante regresión logística condicionada, se obtuvo un modelo explicativo de la IE. Resultados: Se encontró que los escolares que viven en un entorno familiar donde prevalece la violencia verbal y física y además tienen un vecindario hostil son más vulnerables a la IE. El riesgo de ser víctima de intimidación escolar se explicó por: la disfunción familiar (odds ratio [OR] = 2,67; intervalo de confianza del 95% [IC95%], 1,05-6,82), la agresión verbal en el hogar (OR = 2,81; IC95%, 1,45-5,46), padres castigadores (OR = 2,53; IC95%, 1,12-5,75) y vecinos que se agreden físicamente (OR = 1,87; IC95%, 1,00-3,56). Conclusiones: Se ratifica lo mencionado por López, quien plantea que la victimización y el rechazo escolar en la adolescencia se relacionan con factores externos al aula, como la calidad de la comunicación entre padres e hijos. Respecto a la influencia familiar en la IE, Bowes indica que la atmósfera positiva familiar se asocia significativamente con la resiliencia de los escolares a la victimización. Por otra parte, ser castigado de forma física genera al escolar problemas de autoestima que llevan a la carencia de actitudes de protección ante las agresiones que se presentan en la escuela.
Abstract Objective: To determine the association between family and social relationships and School Bullying (SB) among peers in public education institutions in four municipalities of the department of Valle del Cauca, Colombia, during 2009. Methods: A case-control study matched by sex and educational institution was carried out. The study population came from a secondary database provided by the Departof Health Secretaryhealth, which consisted of data gathered in a survey of schoolchildren enrolled in grades 6 to 11. The CISNEROS scale and the Family APGAR test were applied to measure outcome and exposure variables. A conditional logistic regression model was obtained to explain SB. Results: It was found that schoolchildren living with a family where verbal and physical violence prevails, as well as in a hostile neighborhood, are more vulnerable to SB. The probability of being an SB victim is explained by: family dysfunction (OR=2.67; 95%CI, 1.05-6.82), verbal aggression at home (OR=2.81; 95%CI, 1.45-5.46), physical punishing parents (OR=2.53; 95%CI, 1.12-5.75), and neighbors who are physically aggressive to each other (OR=1.87; 95% CI, 1.00-3.56). Conclusions: The study confirmed that reported by Lopez, who suggested that victimization and school rejection in adolescence is related to factors outside the classroom, such as the quality of communication between parents and children. As regards family influence in the SB, Bowes indicates that a positive family atmosphere is significantly associated with the resilience of school victimization. Furthermore, being physically punished by parents generates low self-esteem in the schoolchild that leads to lack of self-protective attitudes to the attacks that occur within the school.