ABSTRACT
RESUMEN Introducción: Las relaciones entre iguales constituyen un tema de gran importancia, especialmente durante la adolescencia. El objetivo del presente texto es identificar razones por las cuales se aceptan y se rechazan adolescentes en aulas de enseñanza media y media superior. Método: La muestra estuvo conformada por 645 estudiantes pertenecientes a 20 grupos escolares de 10 instituciones docentes de La Habana, durante el curso escolar 2018-2019. El instrumento empleado para la recogida de datos fue un cuestionario sociométrico de nominación directa e ilimitada. Este instrumento fue procesado a partir del análisis de contenido realizado a las razones emitidas por cada estudiante, para lo cual se empleó el análisis cualitativo. A partir de ellas fueron creadas categorías para su interpretación y análisis. Resultados: Se demuestra que los criterios, tanto en el ejercicio de la tarea como en los aspectos sociales se agrupan en siete categorías: cualidades para las relaciones sociales, rasgos físicos, cualidades intelectuales y/o para la tarea, beneficio de la relación (individual o mutuo hacia la tarea o los aspectos sociales), vínculo social y semejanzas. Discusión: En la literatura científica y en investigaciones recientes, se constata que estos motivos son condicionados por varios criterios; de manera particular, relacionados con el sexo y el momento de la adolescencia en la que se encuentran los estudiantes.
ABSTRACT Introduction: Relationships between equals are a topic of great importance, especially during adolescence. The objective of this text is to identify reasons why adolescents are accepted and rejected in high school classrooms. Method: The sample was made up of 645 students belonging to 20 school groups from 10 educational institutions in Havana, during the 2018-2019 school year. The instrument used for data collection was a sociometric questionnaire of direct and unlimited nomination. This instrument was processed from the content analysis carried out on the reasons given by each student, for which qualitative analysis was used. From them, categories were created for their interpretation and analysis. Results: It is shown that the criteria, both in the exercise of the task and in the social aspects, are grouped into seven categories: qualities for social relationships, physical traits, intellectual qualities and / or for the task, benefit of the relationship (individual or mutual towards the task or social aspects), social bond and similarities. Discussion: In the scientific literature and in recent research, it is found that these motives are conditioned by several criteria; in particular, related to sex and the moment of adolescence in which the students are.
ABSTRACT
Gendered interpersonal processes may explain the elevated rates of internalizing symptoms among adolescent girls relative to boys. Two such processes are peer social rejection and social support. The current study assessed for gender differences in the effect of 7th grade peer social rejection on 10th grade internalizing symptoms, as well as the moderating effects of social support from family and from friends in a sample of 749 (49 % female) Mexican American adolescents, an understudied population with a unique social culture. Peer social rejection significantly predicted increased internalizing symptoms for girls. Although buffering effects of social support were not found, there were significant moderating effects of both sources of support for boys, such that at low levels of social support, peer social rejection was associated with decreased internalizing symptoms, and at high levels of social support, peer social rejection was associated with increased internalizing symptoms. The results help unpack the nuances of the interpersonal processes that lead to differential adjustment for adolescent boys and girls at this critical developmental stage.
Subject(s)
Mexican Americans/psychology , Peer Group , Psychological Distance , Social Dominance , Adolescent , Aggression/psychology , Female , Friends , Humans , Male , Sex Factors , Social SupportABSTRACT
Los programas de prevención del rechazo social en la infancia son todavía muy escasos. El objetivo de este estudio fue evaluar los efectos de un programa de intervención cognitivo-conductual breve basado en el desarrollo de competencias socio-emocionales, diseñado para prevenir el rechazo social infantil y patologías asociadas. Para ello se siguió un diseño cuasiexperimental pretest-postest con grupo control no equivalente. La muestra se compuso de 94 estudiantes de 8 a 12 años. El tratamiento consistió en un programa multicomponente cognitivo-conductual aplicado en grupo, con una frecuencia semanal y un total de 6 sesiones de 60 minutos cada una. Los resultados apoyaron la eficacia del programa de desarrollo de competencias infantil, obteniendo efectos positivos en las medidas de ansiedad, depresión, inteligencia emocional y estatus social del sociograma. Estos datos muestran la eficacia y necesidad de prevenir la aparición del rechazo social y patologías asociadas en la infancia en el contexto escolar.
Prevention programs for social rejection in children are still scarce. The aim of this study was to determine the effectiveness of a cognitive-behavioral intervention program, based on development of socio-emotional competencies, designed to prevent child social rejection and associated diseases. We followed a pretest-posttest non-equivalent control group quasi-experimental design. The sample consisted of 94 students between 8 and 12 years. Treatment consisted of a multicomponent cognitive-behavioral program, administered on a group basis, with one weekly session lasting 60 minutes each one, for a total of 6 sessions. The results supported the effectiveness of skill development program for children, showing positive treatment effects on measures of anxiety, depression, emotional intelligence and social status by sociogram. These data show the effectiveness and need of preventing the emergence of childhood social rejection and associated diseases in school setting.
Subject(s)
Humans , Male , Female , Child , Social Isolation , Psychotherapy, Brief , Rejection, Psychology , Cognitive Behavioral Therapy , Mental Disorders/prevention & control , Emotional IntelligenceABSTRACT
Se investigaron las percepciones, actitudes, prejuicios y comportamientos asociados a la tuberculosis y diferencias debidas al género, porque esta presenta un fuerte estigma social con matices culturales según la sociedad. La conducta más reportada resultó tratar de ocultarla. Se realizaron entrevistas grupales y una encuesta a 147 enfermos de La Habana. Se comprobó la persistencia del estigma y las conductas asociadas fueron: seguimiento del tratamiento lejos del lugar de residencia, ocultamiento activo y el motivo predominante declarado, en mayor proporción por las mujeres fue evitar el rechazo social. No se encontraron afectaciones a la búsqueda de atención médica ni al seguimiento del tratamiento. Apreciaciones asociadas a la enfermedad fueron sentir vergüenza por padecerla, que se les trata con temor, que para hacer una vida normal hay que ocultarla y más de la tercera parte lo aconsejaría. Se recomendó diseñar una estrategia de comunicación social.
It was proposed to investigate the perceptions, attitudes, prejudices and behaviors associated with tuberculosis, as well as the differences due to gender because it presents a strong social stigma with cultural shades according to society. The most reported behavior is trying to hide it. Group interviews were made and a survey was done to 147 patients in Havana. The persistance of the stigma was proved and the associated conducts were follow-up of the treatment far away from the residence place and active hiding (occultation). The main reason declared mostly among women was to avoid social rejection. No affectations were found neither in the search of medical attention nor in the follow-up of treatment. Appreciations associated with the disease were feeling shame for suffering from tuberculosis, be treated with fear, that to lead a normal life they have to hide the disease, and that more than the third part of them would advise to do so. It was recommended to design a strategy of social communication.