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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.
Subject(s)
Humans , Adolescent , Crime Victims/psychology , Bullying/psychology , Schools , Surveys and Questionnaires , Factor Analysis, Statistical , LanguageABSTRACT
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)
Subject(s)
Humans , Child , Bullying , Psychology , Schools , Child , Education, Primary and SecondaryABSTRACT
BACKGROUND AND OBJECTIVES: Children who received cochlear implants (CIs) in early age can achieve age-appropriate language ability and can be educated in the classroom alongside normal hearing (NH) peers. However, what is rarely investigated is their relations with NH peers in the classroom. The purpose of this study was to examine the peer relations of children with CIs. SUBJECTS AND METHOD: Peer relations were examined using a peer relation scale test that included support, intimacy, recognition, conflict, and competition. Participants were 25 children who received their first CI before 3.5 years of age. Their peer relations were compared with those of 129 children with NH. RESULTS: Children with CIs evaluated themselves as having good peer relations, but their perception of peer relations varied according to gender and language ability. CI boys with language delay perceived lack of support and intimacy, whereas CI girls with language delay perceived more conflict than NH children. On the other hand, CI children with normal language ability showed no differences in their peer relations from NH children. CONCLUSION: Early CI surgery and intensive language rehabilitation can prevent peer problems and promote adjustment in school life for children with CI.
Subject(s)
Child , Female , Humans , Cochlear Implants , Hand , Hearing , Language , Language Development Disorders , Methods , RehabilitationABSTRACT
Introduction @#The increasing prevalence of children in conflict with the law is a problem in Metro Manila. This study aimed to understand the factors, specifically parental discipline, peer delinquency, and neighborhood disorganization that predispose a child to engage in delinquent acts.@*Methods@#This was a correlational study in which children in conflict with the law who were institutionalized at the Manila Youth Reception Center were surveyed. The subjects were given three sets of questionnaires which measured parental discipline, peer delinquency, and neighborhood disorganization, respectively. Spearman's rho correlation coefficient was computed using SPSS.@*Results@#Delinquent behavior is very weakly and positively correlated with peer delinquency (r = 0.18) and neighborhood status (r = 0.10), and is very weakly and inversely correlated with parental discipline (r - -0.10. These correlations were not statistically significant. @*Conclusion @#The study showed that parental discipline, peer delinquency, and neighborhood disorganization may influence a child's delinquent behavior.
Subject(s)
Child, Institutionalized , ParentsABSTRACT
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.
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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.
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PURPOSE: In this study the effects of a social skill training program on attention deficit hyperactivity, communication ability, and peer relations in children using a community child center were examined. METHODS: A quasi-experimental design was used. Data were collected from November 10 to December 15, 2009. To test the effects of the social skill training program, the children using a community child center were divided into two groups, an experimental group (21) and a control group (21). The outcomes were measured by the Korean ADHD Rating Scales (K-ARS), communication ability scales, and peer relations scales. RESULTS: Significant differences were found in attention deficit hyperactivity scores and peer relations scores between the experimental group and the control group. CONCLUSION: The results suggest that the social skill training program applied cognitive behavior therapy is a useful nursing intervention for decreasing the attention deficit hyperactivity and improving the peer relations of these children using a community child center.
Subject(s)
Child , Humans , Cognitive Behavioral Therapy , Communication , Education , Nursing , Weights and MeasuresABSTRACT
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.
Subject(s)
Humans , Male , Adolescent , Adolescent Behavior , Aggression , Interpersonal RelationsABSTRACT
Objective:To investigate the behavior profiles and correlates of subgroups of aggression and victimization in a rural children sample.Methods: 744 primary school children (10.96?1.32 years old) were investigated through peer nomination. Results: Classifications resulted in three subtypes, the aggressive-victims (54 boys, 16 girls), non-aggressive victims (20 boys, 18 girls), and 41 non-victimized aggressors (33 boys, 8 girls). MANOVA revealed significant differences among these subtypes and between genders on an array of social behaviors. Post hoc comparisons suggested that aggressive-victims had the lowest peer acceptance, highest peer rejection, and higher social withdrawal. Compared with normal groups, non-aggressive victims also showed more behavioral problems. Conclusion:The aggressive-victims have lowest peer relations and highest aggression and victimization, the non-aggressive victims have highest withdrawal and shyness.