Risk profiles and peer violence in the context of school and leisure time.

Though violence at school is by no means a new phenomenon, there has been growing social and scientific concern about this issue in recent years. The present study builds on prior analysis of the roles adolescents play in peer harassment, and the relationship between violence occurring at school and during free time. A representative sample of students between the ages of 14 and 18 was selected in the Community of Madrid (N = 1622) through random cluster sampling (school was the unit of analysis). Participants completed the C.E.V.E.O. questionnaire, which presents fifteen situations involving peer violence. The results reveal a relationship between violent situations occurring at school and during free time, and between the roles of aggressor and victim during free time. A profile analysis yielded three different categories: the "minimal violence exposure" type (1126 adolescents), the "psychological violence exposure" type (413 adolescents), and the "high risk of violence" type (83 adolescents). Judging from these results, we posit that interventions must be designed which tailor to each group and their respective risk situations.

Risk profiles and peer violence in the context of school and leisure time

Though violence at school is by no means a new phenomenon, there has been growing social and scientific concern about this issue in recent years. The present study builds on prior analysis of the roles adolescents play in peer harassment, and the relationship between violence occurring at school and during free time. A representative sample of students between the ages of 14 and 18 was selected in the Community of Madrid (N = 1622) through random cluster sampling (school was the unit of analysis). Participants completed the C.E.V.E.O. questionnaire, which presents fifteen situations involving peer violence. The results reveal a relationship between violent situations occurring at school and during free time, and between the roles of aggressor and victim during free time. A profile analysis yielded three different categories: the «minimal violence exposure» type (1126 adolescents), the «psychological violence exposure» type (413 adolescents), and the «high risk of violence» type (83 adolescents). Judging from these results, we posit that interventions must be designed which tailor to each group and their respective risk situations (AU)

A pesar de que la violencia escolar no es un fenómeno nuevo, en los últimos años ha aumentado la preocupación social y científica en torno a este problema. El presente estudio avanza en el análisis de los roles que las/os adolescentes desempeñan en relación a la violencia entre iguales, y la relación entre la violencia que se produce en la escuela y en el ocio. Se seleccionó una muestra representativa de estudiantes, de entre 14 y 18 años, de la Comunidad de Madrid (N = 1.622), a través de un muestreo aleatorio de conglomerados (el centro educativo como unidad de análisis). Los participantes rellenaron el cuestionario C.E.V.E.O., que evalúa quince situaciones de violencia entre iguales. Los resultados revelan una relación entre las situaciones de violencia en la escuela y en el ocio, y entre los roles de agresor y víctima en el tiempo de ocio. El análisis de tipologías permitió obtener tres perfiles: «mínima exposición a la violencia» (1.126 adolescentes), «exposición a violencia psicológica» (413 adolescentes), «adolescentes en situación de alto riesgo de violencia» (83 adolescentes). A partir de estos resultados, se plantea la necesidad de diseñar intervenciones específicas para cada uno de los grupos en diferente situación de riesgo (AU)

Violencia entre iguales en Educación Primaria: el papel de los compañeros y su relación con el estatus sociométrico / Peer harassment in primary school: the role of peers and its relationship with sociometric status

Durante la última década se ha producido un giro en el estudio de la violencia entre iguales, pasando de analizar únicamente las características individuales de la díada agresor-víctima a considerarlo un proceso grupal, en el que la mayoría de los niños desempeñan un papel. Este estudio utiliza una versión adaptada del Participant-Role Questionnaire para identificar estos roles en 2.050 niños españoles de edades comprendidas entre 8 y 13 años, relacionando los papeles con la pertenencia a uno de los cinco estatus sociométricos. Los análisis factoriales revelaron la existencia de cuatro roles, indicando que la escala adaptada resultaba válida para diferenciar: el agresor, la víctima, el defensor de la víctima y el observador pasivo. Los chicos desempeñaban con mayor frecuencia los roles de agresor y víctima. El papel desempeñado estaba relacionado con el estatus sociométrico en el aula. Los avances en la medida de la violencia entre iguales como proceso grupal y el éxito de las estrategias de intervención pueden depender de la diferenciación de los roles que desempeñan los compañeros, ayudando a movilizar la presión de los iguales y privando a los agresores de su apoyo social (AU)

During the last decade, there has been a change in peer harassment research from a focus on the characteristics of the Aggressor-Victim dyad to the recognition of peer harassment as a whole group process, with most of children playing some kind of role. This study uses a shortened adaptation of the Participant-Role Questionnaire approach to identify these roles in 2,050 Spanish children aged 8 to 13 years. These Participant Roles were related to belonging to one of the fi ve sociometric status groups. Factor analysis revealed four different roles, indicating that the adapted scale remains a reliable way of distinguishing the Aggressor, Victim, Defender of the victim, and Outsider roles. Boys played the roles of Aggressor and Victim significantly more frequently. The children’s Participant Role was found to be related to their sociometric status. Progress in the measurement of peer harassment as a group process and the success of intervention strategies may depend on finding clearer distinctions among the different peer roles, mobilizing peer pressure, and isolating aggressors from their social support (AU)

[Peer harassment in primary school: the role of peers and its relationship with sociometric status]. / Violencia entre iguales en Educación Primaria: el papel de los compañeros y su relación con el estatus sociométrico.

During the last decade, there has been a change in peer harassment research from a focus on the characteristics of the Aggressor-Victim dyad to the recognition of peer harassment as a whole group process, with most of children playing some kind of role. This study uses a shortened adaptation of the Participant-Role Questionnaire approach to identify these roles in 2,050 Spanish children aged 8 to 13 years. These Participant Roles were related to belonging to one of the five sociometric status groups. Factor analysis revealed four different roles, indicating that the adapted scale remains a reliable way of distinguishing the Aggressor, Victim, Defender of the victim, and Outsider roles. Boys played the roles of Aggressor and Victim significantly more frequently. The children's Participant Role was found to be related to their sociometric status. Progress in the measurement of peer harassment as a group process and the success of intervention strategies may depend on finding clearer distinctions among the different peer roles, mobilizing peer pressure, and isolating aggressors from their social support.

Maltrato entre iguales y exclusión social en la Comunidad de Madrid. Análisis y posibilidades de intervención / No disponible

El objetivo del presente estudio ha sido analizar las situaciones de violencia escolar y exclusión, a través de los diferentes niveles educativos en la Comunidad de Madrid, España. Los participantes han sido 1.635 estudiantes (con edades comprendidas entre 14-18 años), de distintos niveles educativos (Educación Secundaria Obligatoria, Bachillerato, Grado Medio y Garantía Social). Los estudiantes tuvieron que rellenar un cuestionario que incluía medidas de satisfacción escolar, distintas situaciones de violencia escolar (exclusión, violencia verbal, violencia física, vandalismo), desde el punto de vista de los tres roles implicados (agresores, víctimas y observadores), y actitudes (intolerancia, sexismo y justificación del comportamiento violento). Los resultados obtenidos indicaron que las situaciones de violencia escolar más frecuentes se relacionan con la exclusión social y la violencia verbal, que las manifestaciones de violencia escolar decrecen cuando aumenta el nivel educativo, y que existen grupos de especial vulnerabilidad. Se analizarán las posibles implicaciones e intervenciones (AU)

The purpose of this research was to study school violence and exclusion across different educational levels in the Madrid Region, Spain. Participants were 1,635 students (aged 14-18 years) with different education levels ?compulsory secondary education, specific/ initial training courses and vocational training. Students filled out a questionnaire that included measures of school satisfaction, type of violence (e.g., exclusion, verbal violence, physical violence, vandalism), violence roles (i.e., aggressors, victims and spectators), and attitudes towards violence (e.g., intolerance, sexism and violence justification). Results indicated that a) social exclusion and verbal violence are the most prevalent types of violence, b) school violence decreased when the educational level increased, and c) special vulnerability was higher among specific groups. Implications and interventions are discussed (AU)

Violencia entre iguales en Educación Primaria: un instrumento para su evaluación / No disponible

El objetivo del presente estudio fue la elaboración y validación de un autoinforme con el fin de conocer la naturaleza multidimensional de la violencia entre iguales en Educación Primaria. Los participantes fueron 408 niños y niñas de 8 a 13 años. El cuestionario reveló dos estructuras tridimensionales distintas del constructo en función del rol desempeñado en el episodio de violencia, ambas compuestas por tres dimensiones básicas: la “violencia verbal y exclusión”, la “violencia física” y el “ataque a la propiedad”, y respaldadas con elevados valores de consistencia interna. También se estudiaron las diferencias en función del género y del curso en ambas estructuras, encontrándose que los chicos de 3º y 5º de Primaria eran los que tenían mayor riesgo de sufrir y ejercer la violencia contra sus iguales. Este trabajo nos proporciona una mejor compresión de la violencia entre iguales así como posibles orientaciones para su prevención (AU)

The aim of this study was to develop and validate a self-report scale covering the multidimensional nature of victimization among primary school children. The participants were 408 children aged 8 to 13. The questionnaire revealed two different structures of the construct as according to the role played during the violence event –either as a victim or as an aggressor. Both of them had satisfactory internal consistency and were mad up of three basic dimensions –verbal violence and exclusion, physical violence, and attack on property. Differences by gender and school year were also examined. Findings showed that boys in the 3rd and 5th year reported higher levels of victimization at school. A better understanding of the victimization and some prevention indications resulted from this study (AU)