ABSTRACT
Objective@#To explore the effects of precollege peer bullying at different stages, on quality of life (QOL) among college students.@*Methods@#A stratified cluster sampling method was used to select participants in October, 2018. Cluster sampling method was adopted to recruit a sample of 4 034 college students from four universities in Hefei city, Anhui province. Relations between peer bullying at different stages before entering college, and the quality of life, were investigated. t test and analysis of variance were used to compare the differences of QOL in different groups. Multiple linear regression models were used to assess the associations between various types of peer bullying at different stages and the QOL at precollege days.@*Results@#Among all the 4 034 college students under study, mean scores of the 4 dimensions of QOL appeared as physical (12.61±2.02), psychological (14.09±2.62), social relationship (13.72±2.71) and environment (13.77±2.46), respectively. After adjusting the confounding factors, data from multiple linear regression showed that, factors as verbal bullying victimization during primary school (β=-0.21)/secondary school (β=-0.27)/or at both periods (β=-0.56), relational (β=-0.21) and physical (β=-0.38) bullying victimization in secondary school, and physical bullying victimization in both periods (β=-0.67) were negatively correlated with the physical dimension of QOL. Verbal bullying victimization in both periods (β=-0.41) and relational bullying victimization in secondary school (β=-0.42) were negatively correlated with psychological dimension of QOL. Factors as relational (β=-0.32) and physical (β=-0.51) bullying victimization in secondary school, physical/cyber bullying victimization in both periods (β=-0.57) were negatively correlated with the social dimension of QOL. Verbal bullying victimization during primary school (β=-0.20) and both periods (β=-0.46), relational bullying perpetration during primary school (β=-0.35) or at both periods (β=-0.90) were negatively correlated with the environmental dimension of QOL (All P<0.05). Index related to bullying victimization (β=-0.33, -0.36, -0.30, -0.33) and bullying perpetration β=-0.28, -0.31, -0.23, -0.28) were both negatively correlated to all the 4 dimensions (physical, psychological, social relationship and environment) of QOL (P<0.001).@*Conclusions@#Various forms of peer bullying experiences occurring before college, were associated with the decreased scores of QOL in different domains, among the university students. Programs on prevention and control of peer bullying in different stages before college days seemed important thus should be strengthened.
ABSTRACT
Se analizan los fenómenos del acoso escolar y el ciberacoso desde una perspectiva analítica y teórica. A partir de una definición consensuada de ambos conceptos, se intenta identificar los factores de riesgo en la génesis y desarrollo del acoso en las aulas, y los efectos que produce en los distintos implicados. Además, se presenta una síntesis de algunos de los principales trabajos de investigación realizados en la última década, y el estudio de las medidas educativas y penales que arbitra el ordenamiento jurídico español en la erradicación de la violencia escolar. Se concluye que la lucha contra el acoso requiere la intervención conjunta y coordinada de diferentes instancias: la familia, la comunidad educativa y los servicios de protección de menores, en la prevención y detección de situaciones de riesgo
The school harassment and ciberbullying phenomena are examined from an analytical and theoretical perspective. From a consensus definition of both concepts, an identification of risk factors in the genesis and development of intimidation in classrooms is intended in order to understand the impact and effects produced on the different individuals concerned. In addition, a synthesis of some of the main research works carried out in the past decade is offered, as well as the study of some educational and criminal measures and policies arbitrated by the Spanish legal system in the eradication of school violence. It is finally concluded that the fight against bullying, harassment and intimidation requires joint and coordinated intervention of different groups, authorities and bodies like families, the educational community and minor protection services in the prevention and detection of risk situations
Os fenômenos do assédio escolar e o ciberassédio são analisados de uma perspectiva analítica e teórica. De uma definição consensuada de ambos os conceitos, tenta-se identificar os fatores do risco na gênesis e no desenvolvimento do assédio nas aulas, e os efeitos que produzem nos diferentes implicados. Além, uma síntese de alguns dos trabalhos principais da pesquisa feitos na última década é apresentada, e também o estudo das medidas educativas e penais que arbitra o ordenamento jurídico espanhol na erradicação da violência escolar. Conclui-se que a luta contra o assédio requer a intervenção conjunta e coordenada de diferentes instâncias: a família, a comunidade educativa e os serviços da proteção dos menores, na prevenção e na detecção de situações do risco
Subject(s)
Bullying , Adolescent , Risk Factors , SanctionABSTRACT
Tras un repaso del conocimiento actual acerca del acoso y la exclusión social entre escolares, como problemas de grupo, se revisan los estudios que han explorado la naturaleza y las consecuencias de este tipo de relación con el alumnado con alguna discapacidad. De esta revisión, se deriva que la incidencia de víctimas es mayor comparada con la del alumnado sin discapacidad, y que el modo en que se manifiesta el abuso de poder entre iguales, así como el tipo de persona a quien se acude en busca de ayuda es diferente según el tipo de discapacidad, sea sensorial, motriz o del desarrollo (intelectual, del habla o comunicación, del espectro autista). El artículo presta especial atención a cómo afectan los abusos entre iguales al alumnado con trastornos del espectro autista y se presentan los tipos de intervención que, centrados en el grupo de pares, han mostrado su eficacia para cambiar el clima de relaciones del grupo.
Starting with an overview of the current scientific knowledge of peer bullying and social exclusion in schools, considered as a group problem, research on the nature and consequences of this negative relationship among students with any kind of disability is reviewed. The review shows a higher incidence of victims among Special Educational Needs (SEN) students compared with non-SEN students, together with differences not only in how the abuse takes place among peers, but also in relation to the person the victim goes to for help, depending on the type of disability of the victim -sensory, motor or developmental (intellectual, speech or communication, autistic spectrum disorders). The article focuses especially on how peer abuse affects pupils with Autistic Spectrum Disorders, and efficient types of intervention focusing on the peer group to change group relationships are presented.
Depois de um repasso do conhecimento atual sobre o acosso e a exclusão social entre escolares, como problemas de grupo, são revisados os estudos que tem explorado a natureza e as consequências de este tipo de relação com o alunado com alguma deficiência. De esta revisão, deriva-se que a incidência de vítimas é maior comparada com a do alunado sem deficiência, e que o modo em que o abuso de poder é manifestado, assim como o tipo de pessoa a quem se vai em procura de ajuda, é diferente segundo o tipo de deficiência, seja sensorial, motriz ou do desenvolvimento (intelectual, da fala ou comunicação, do espectro autista). O artigo presta especial atenção para como afetam os abusos entre iguais no alunado com transtornos do espectro autista e se apresentam os tipos de intervenção que, centrados no grupo de pares, tem mostrado sua eficácia para mudar o clima de relações do grupo.