ABSTRACT
Resumen: Introducción: las conductas agresivas como el bullying o acoso escolar (AE) en la población no son un hecho aislado y afecta gravemente la salud socioemocional de quienes lo padecen. Objetivo: el presente estudio tuvo por objetivo realizar una revisión sistemática de las publicaciones existentes sobre educación física (EF) y actividad física (AF). Materiales y métodos: se diseñó una investigación orientada con base en metodología PRISMA. La búsqueda de la información se desarrolló en cuatro bases de datos WOS, PUBMED, SCIELO y ELSEIVER entre los años 2015 al 2020. Resultados: un total de 53 artículos fueron encontrados, luego de analizados por los criterios de inclusión y exclusión, 18 estudios fueron considerados para su análisis. España, Brasil y Colombia concentran una mayor cantidad de publicaciones con gran variabilidad del tamaño de la muestra tanto para damas como varones principalmente, durante la adolescencia. Los conceptos más utilizados fueron bullying, victimización, violencia escolar, ciberacoso, autoestima dentro del contexto de EF y AF. Conclusión: se destaca la necesidad de visibiliza el problema en la EF y AF, por su impacto en materia de salud física, emocional y aprendizaje motriz.
Abstract: Introduction: aggressive behaviors such as bullying or School Bullying (SB) in the population are not an isolated event and seriously affect the socio-emotional health of those who suffer it. Objective: the aim of this study was to carry out a systematic review of existing publications on Physical Education (PE) and Physical Activity (PA). Materials and methods: a research was designed based on PRISMA methodology. The search for information was developed in four databases WOS, PUBMED, SCIELO and ELSEIVER between the years 2015 to 2020. Results: A total of 53 articles were found, after being analyzed by inclusion and exclusion criteria, 18 studies were considered for analysis. Spain, Brazil and Colombia concentrate a greater number of publications with great variability of sample size for both females and males mainly during adolescence. The most used concepts were Bullying; Victimization, School Violence, Cyberbullying, Cyberbullying, Self-esteem within the context of PE and PA. Conclusion: the need to make the problem visible in PE and PA is highlighted, due to its impact on physical and emotional health and motor learning.
Resumo: Introdução: Comportamentos agressivos, como bullying ou Bullying Escolar (BE) na população, não são eventos isolados e afetam seriamente a saúde socioemocional daqueles que o sofrem. Objetivo: O objetivo deste estudo foi realizar uma revisão sistemática das publicações existentes sobre Educação Física (EF) e Atividade Física (AF). Materiais e métodos: Foi desenhada uma pesquisa baseada na metodologia PRISMA. A busca por informações foi desenvolvida em quatro bases de dados: WOS, PUBMED, SCIELO e ELSEVIER, entre os anos de 2015 a 2020. Resultados: Um total de 53 artigos foram encontrados; após serem analisados pelos critérios de inclusão e exclusão, 18 estudos foram considerados para análise. Espanha, Brasil e Colômbia concentram um maior número de publicações com grande variabilidade de tamanho de amostra para ambos os sexos, principalmente durante a adolescência. Os conceitos mais utilizados foram Bullying; Vitimização, Violência Escolar, Cyberbullying, Autoestima dentro do contexto de EF e AF. Conclusão: Destaca-se a necessidade de tornar visível o problema na EF e AF, devido ao seu impacto na saúde física e emocional e na aprendizagem motora.
ABSTRACT
Importance: Non-suicidal self-injury (NSSI) is a significant mental health issue requiring a deeper understanding of its underlying causes, such as childhood maltreatment, adult bullying victimization, and depression. Previous studies have not adequately addressed the cumulative risks of these factors on NSSI among college students. This population-based study investigates these cumulative risk factors.Design, setting, and participants: The cross-sectional study included 63 university's college students with a mean age of 19.6 years (N = 95,833).Main outcomes and measures: Two Chi-Square Automatic Interaction Detection (CHAID) decision tree models were used to classify subgroups based on childhood maltreatment and adult bullying victimization experiences and to investigate their cumulative risks of NSSI. Recursive partitioning algorithms determined each predictor variable's relative importance.Results: The CHAID model accurately predicted NSSI behaviours with an overall accuracy rate of 77.8% for individuals with clinically relevant depressive symptoms and 97.2% for those without. Among depressed individuals, childhood emotional abuse was the strongest NSSI predictor (Chi-Square, 650.747; adjusted P < .001), followed by sexual and physical abuse. For non-depressed individuals, emotional abuse in childhood was the strongest NSSI predictor (Chi-Square, 2084.171; adjusted P < .001), with sexual and verbal bullying in the past year representing the most significant proximal risks.Conclusions and relevance: Emotional abuse during childhood profoundly impacts individuals, increasing the risk of NSSI in both depressed and non-depressed individuals. Clinically relevant depressive symptoms have a moderating effect on the relationship between childhood maltreatment, adult bullying victimization, and NSSI. Identifying these factors can inform targeted interventions to prevent NSSI development among young adults.
Emotional abuse during childhood has a profound impact on individuals, increasing their risk of non-suicidal self-injury (NSSI), regardless of whether they are depressed or non-depressed.Among depressed individuals, childhood emotional abuse emerges as the strongest predictor of NSSI, followed by sexual and physical abuse.In non-depressed individuals, emotional abuse in childhood assumes a similar role as the strongest NSSI predictor, with sexual abuse and verbal bullying in the past year representing the most significant proximal risks.
Subject(s)
Bullying , Child Abuse , Self-Injurious Behavior , Humans , Young Adult , Child , Adult , Cross-Sectional Studies , Depression/epidemiology , Self-Injurious Behavior/epidemiology , Decision TreesABSTRACT
O presente trabalho objetiva abordar, por meio de um relato de experiência, as possibilidades de atuação da Terapia Ocupacional no campo da saúde mental infantojuvenil como, por exemplo, diante de situações de bullying e sofrimento psíquico vivenciados por adolescentes. Trata-se do relato de uma experiência vinculada a um projeto de ensino e extensão universitária, realizado em uma escola pública do interior do Estado de SP. As intervenções foram realizadas em três etapas: 1) Roda de conversa e compartilhamento com a equipe escolar; 2) Intervenção em sala de aula e 3) Acolhimento e acompanhamento das demandas emergidas nas etapas 1 e 2. Os resultados apontam que a ação desenvolvida auxiliou os adolescentes a reconhecerem suas potências, assim como a identificarem e lidarem com os fenômenos que lhes geram sofrimento. As estratégias adotadas caminham na direção do que tem sido sugerido e apontado pela literatura como possibilidade de atuação frente à temática do bullying, sendo a Terapia Ocupacional uma das profissões atuantes nesse campo
The present work aims to address, through an experience report, the possibilities of Occupational Therapy in the field of child and adolescent mental health, for example, in situations of bullying and psychological suffering experienced by adolescents. This is the report of an experience linked to a teaching and university extension project, carried out in a public school in the interior of the State of SP. The interventions were carried out in three stages: 1) Conversation and sharing with the school team;2) Intervention in the classroom and 3) Reception and monitoring of the demands that emerged in stages 1 and 2. The results indicate that the developmental action helped adolescents to recognize their strengths, as well as to identify and deal with the phenomena that cause them suffering. The strategies adopted move in the direction of what has been suggested and pointed out in the literature as a possibility of action in the face of bullying, with Occupational Therapy being one of the professions active in this field (AU).
El presente trabajo pretende abordar, a través de un relato de experiencia, las posibilidades de la Terapia Ocupacional en el ámbito de la salud mental infanto-juvenil, por ejemplo, en situaciones de acoso escolar y sufrimiento psicológico que viven los adolescentes. Este es el relato de una experiencia vinculada a un proyecto de enseñanza y extensión universitaria, realizado en una escuela pública del interior del Estado de SP. Las intervenciones se realizaron en tres etapas: 1) Conversación y compartir con el equipo escolar; 2) Intervención en el aula y 3) Recepción y seguimiento de las demandas surgidas en las etapas 1 y 2. Los resultados indican que la acción evolutiva ayudó a los adolescentes a reconocer sus fortalezas, así como a identificar y afrontar los fenómenos que las provocan. sufrimiento. Las estrategias adoptadas van en la dirección de lo sugerido y señalado en la literatura como una posibilidad de actuación frente al acoso escolar, siendo la Terapia Ocupacional una de las profesiones activas en este campo (AU).
Subject(s)
Humans , Child , Adolescent , Bullying/psychology , Students/psychology , AdolescentABSTRACT
ABSTRACT Objective: to describe the process of developing, validating and assessing an educational booklet to prevent transphobic bullying at school. Method: this is a methodological study, carried out from February to December 2022 at a public school in João Pessoa, Paraíba, Brazil. The educational booklet was developed in accordance with the methodological trajectory proposed by Echer, and submitted to content validity and semantic assessment by expert judges and Elementary School II teachers, respectively. In data analysis, content validity and Intraclass Correlation Coefficients were used, in addition to semantic agreement index. Results: the educational booklet had its content validated with a validity coefficient of 0.981 and an Intraclass Correlation Coefficient of 0.833 for the set of items in the assessment instrument. In semantic assessment, teachers considered the booklet understandable, with a minimum agreement level of 94%. Conclusion: the booklet developed was considered valid by judges, to be used with teachers, individually and in continuing education or health actions, in order to contribute to preventing transphobic bullying at school.
RESUMEN Objetivo: describir el proceso de desarrollo, validación y evaluación de una cartilla educativa para prevenir el acoso escolar transfóbico. Método: se trata de un estudio metodológico, realizado de febrero a diciembre de 2022 en una escuela pública de João Pessoa, Paraíba, Brazil. La cartilla educativa fue elaborada de acuerdo con la trayectoria metodológica propuesta por Echer, y sometida a validación de contenido y evaluación semántica por jueces expertos y docentes de la Escuela Primaria II, respectivamente. En el análisis de los datos, se utilizaron los coeficientes de validez de contenido y de correlación intraclase, y el índice de concordancia semántica. Resultados: la cartilla educativa tuvo su contenido validado con un coeficiente de validez de 0,981 y un coeficiente de correlación intraclase de 0,833 para el conjunto de ítems del instrumento de evaluación. En la evaluación semántica, los docentes consideraron comprensible el cuadernillo, con un nivel mínimo de acuerdo del 94%. Conclusión: la cartilla desarrollada fue considerada válida por los jueces, para ser utilizada con docentes, de manera individual y en acciones de educación continua o de salud, con el fin de contribuir a la prevención del acoso escolar transfóbico en la escuela.
RESUMO Objetivo: Descrever o processo de desenvolvimento, validação e avaliação de cartilha educacional para prevenção do bullying transfóbico na escola. Método: Trata-se de um estudo metodológico, realizado no período de fevereiro a dezembro de 2022 em uma escola pública de João Pessoa, Paraíba, Brasil. A cartilha educacional foi desenvolvida de acordo com a trajetória metodológica proposta por Echer, e submetida à validação de conteúdo e avaliação semântica por juízes especialistas e professores do Ensino Fundamental II, respectivamente. Na análise dos dados, utilizaram-se os coeficientes de validade de conteúdo e correlação intraclasse, e o índice de concordância semântica. Resultados: A cartilha educacional teve seu conteúdo validado com coeficiente de validade de 0,981 e coeficiente de correlação intraclasse de 0,833 para o conjunto de itens do instrumento de avaliação. Na avaliação semântica, os professores consideraram a cartilha compreensível, com nível de concordância mínima de 94%. Conclusão: A cartilha desenvolvida foi considerada válida por juízes, para ser utilizada com professores, de forma individual e em ações de educação permanente ou em saúde, a fim de contribuir na prevenção do bullying transfóbico na escola.
ABSTRACT
(analítico) Se presentan los resultados sobre cómo se comprende y se asume el bullying, en tanto problema escolar y social, desde la perspectiva infantil. Para ello, se realizó una investigación cualitativa, hermenéutico-comprensiva, con grupos focales mediados por títeres o videos, producción gráfica y narración de historias. Los participantes fueron 626 estudiantes de 5 a 7 años. La comprensión transitó por elementos congruentes con la teoría, como exclusión, acoso verbal, afectación de pertenencias y una nueva tipología: falta de solidaridad. En cuanto a las experiencias, precisan las burlas, el acoso físico y el hurto, asociadas al contexto familiar o a ninguna, estas últimas por la confluencia del espacio escolar y la familia en un mismo lugar en tiempos de educación remota. En cuanto a la solución, está apela a figuras de autoridad, familiares, asumir actitudes reconciliadoras o al juego.
(analytical) The paper presents the results on how bullying, as scholar and social problem, is understood and assumed from the child's perspective. Therefore, a qualitative, hermeneutic-comprehensive research was carried out and focus groups were done by means of moppets and videos, graphic production, and storytelling. The participants were 626 students from 5 to 7 years old. The understanding went through elements consistent with the theory, such as exclusion, verbal harassment, affectation of be-longings and a new typology, lack of solidarity. Regarding the experiences, they specify teasing, physical harassment, theft, associated with the family context or none, the latter due to the confluence of the school space and the family in the same place in times of remote education. As for the solution, it is appealing to authority figures, relatives, assuming reconciliatory attitudes and playing.
(analítico) O artigo apresenta os resultados sobre como o bullying, como um problema social e escolar, é compreendido e assumido na perspectiva da criança. Para isso, realizou-se uma investigação qualitativa, hermenêutica-compreensiva e grupos focais mediados por fantoches ou vídeos, produção gráfica e contação de histórias; os participantes foram 626 alunos de 5 a 7 anos. O entendimento passou por elementos condizentes com a teoria, como exclusão, assédio verbal, afetação de pertences e uma nova tipologia, falta de solidariedade. Quanto às vivências, especificam provocações, assédios físicos, furtos, associados ao contexto familiar ou nenhum, este último devido à confluência do espaço escolar e da família no mesmo local em tempos de educação a distância. Quanto à solução, é apelar a figuras de autoridade, familiares, assumindo atitudes de conciliação e brincadeiras.
ABSTRACT
Background: Although child maltreatment (CM) has been linked to health problems and poor psychosocial functioning, not all individuals exposed to CM develop or experience negative consequences later in life. This suggests that some individuals show resilience after being exposed to CM. However, conclusions have been limited by inconsistent findings across different CM subtypes and resilience domains.Objective: To develop a protocol for conducting a systematic review and meta-analysis to quantify associations between CM (overall and its subtypes) and resilience (global and its multiple domains) in adulthood, and to examine moderators and mediators of these associations.Method: PubMed, PsycINFO, Embase, Scopus, and Web of Science will be searched to identify relevant studies on the association between CM (exposure) and resilience (outcome) in adults (≥ 18 years). Data will be screened and extracted by at least two independent reviewers. The methodological quality of the included studies will be independently assessed with a modified version of the Newcastle-Ottawa Scale (NOS). If deemed viable, a meta-analysis will be conducted using a random effects model. Heterogeneity of evidence will be estimated with the I2 statistic, and publication bias will be assessed. The effects of potential moderators (e.g. timing and severity of CM, age, sex, family cohesion, socio-economic status, country/region) will be analysed using meta-regression and subgroup analyses, and meta-analytical structural equation modelling will be employed to synthesise indirect mediation effects. Candidate moderators and mediators (e.g. genetic factors, brain functioning, attachment style, personality traits, physical activity, and social support) will be also examined qualitatively.Conclusions: This protocol will facilitate a systematic review and meta-analysis that has the potential to enhance our knowledge about the association between CM exposure in early life and resilience in adulthood. Understanding associations and underlying mechanisms between CM and resilience is potentially important in informing prevention and interventions to sustain health and improve outcomes among adults with a history of CM.PROSPERO registration: CRD42023394120.
In this study protocol, we propose to quantitatively summarise the existing literature on the relationship between child maltreatment and resilience with regard to mental health consequences and psychosocial functioning later in life.This preregistered systematic review and meta-analysis will establish the procedures to investigate associations between an overall classification of child maltreatment and its different associated subtypes, and a global/trait classification of resilience and its different domains in adults.This protocol will further determine the analytical approach to explore and summarise effect moderators and mediators of the association between child maltreatment and resilience in adulthood.The resulting synthesis, that will be based on this protocol, could enhance our understanding of the strength of the association between child maltreatment and resilience and inform prevention strategies and clinical interventions to improve health and psychosocial functioning in adult survivors.
Subject(s)
Child Abuse , Child , Adult , Humans , Systematic Reviews as Topic , Meta-Analysis as Topic , Child Abuse/psychology , Social SupportABSTRACT
El acoso escolar o ¨bullying¨ es un problema social que se ha incrementado de tal manera que representa una preocupación a nivel mundial, de lo cual Cuba no está exenta. En este trabajo se reflexiona acerca de las condiciones y riesgos que pueden generar consecuencias negativas en personas vulnerables a sufrir este tipo de agresión. Se precisa que la depresión, la ansiedad y determinadas condiciones físicas y sociales, destacan en los afectados y, entre estas, el padecimiento de obesidad que pudiera incrementar, como riesgo acumulativo, trastornos del sueño en niños y adolescentes. Se realizó una revisión acerca de los posibles impactos de la vinculación de la obesidad y el acoso escolar en cuanto a los trastornos del sueño en niños y adolescentes. Se concluye que existe una asociación entre la obesidad, el acoso escolar y el riesgo de padecer trastornos del sueño, lo que, fundamentalmente desde la Atención Primaria de Salud, debe considerarse de manera que se puedan detectar y aplicar los protocolos correspondientes sobre esta población de riesgo y de su entorno por lo que se recomiendan acciones psicopedagógicas y de coordinación intersectorial.
School bullying or bullying is a social problem that has increased in such a way that it represents a worldwide concern, from which Cuba is not exempt. This paper reflects on the conditions and risks that can generate negative consequences in vulnerable people to suffer this type of aggression. Depression, anxiety and certain physical and social conditions stand out in those affected and, among these, the suffering from obesity that could increase, as a cumulative risk, sleep disorders in children and adolescents. A review was carried out about the possible impacts of linking obesity and bullying in terms of sleep disorders in children and adolescents. It is concluded that there is an association between obesity, bullying and the risk of suffering from sleep disorders, which, fundamentally from Primary Health Care, should be considered so that the corresponding protocols can be detected and applied to this population at risk and its environment, for which psycho-pedagogical actions and intersectoral coordination are recommended.
ABSTRACT
Bullying is a group phenomenon in which schoolchildren take on different roles. Although certain contextual elements play a key role in its evolution, very few longitudinal studies have been carried out to date which investigate how these factors interact. This study aims to explore the different class groupings as regards bullying norms and to examine the effect of the type of norm, social, and normative adjustment and pro-sociality, also of the interaction of group norms with involvement in aggression and victim defence in bullying situations. A total of 3,358 secondary school students (50.71% girls, Mage = 13 years, SD = 1.34) participated in the study. Four groups of norms towards bullying were identified: anti-bullying, anti-bullying but not actively defending, indifference, and pro-bullying. Univariate linear regression models showed that normative adjustment and the type of norms had a direct inverse effect on both types of behaviour, while pro-sociality only had an effect on defence. In groups with pro-bullying norms, a greater effect of normative adjustment was observed for involvement in defence and aggression, and pro-social skills were associated with aggression. These results suggest the need to work on moral, social and emotional elements to improve school climate in schools.(AU)
El acoso escolar es un fenómeno grupal en el que los escolares asumen roles diferentes. Aunque determinadas características contextuales juegan un papel fundamental en su evolución, aún son escasos los estudios longitudinales que exploran cómo interactúan dichos factores. El presente estudio tiene como objetivos explorar los diferentes tipos de agrupamientos de clases según las normas de acoso escolar y examinar el efecto del tipo de norma, el ajuste social y normativo y la prosocialidad, así como la interacción de las normas del grupo con la implicación en la agresión y defensa de la víctima en situaciones de acoso. Un total de 3,358 escolares de secundaria (50.71 % chicas, Medad = 13 años, DT = 1.34) participaron en el estudio. Se identificaron cuatro grupos de normas hacia el acoso: antibullying, en contra del acoso, en contra pero sin defender activamente, neutral y a favor del acoso. Los modelos de regresión lineal univariados mostraron que el ajuste normativo y el tipo de normas tenían un efecto directo inverso en ambas conductas, mientras que la prosocialidad solo tuvo un efecto inverso sobre la conducta de defensa. En los grupos con normas antiacoso se observó un mayor efecto del ajuste normativo en la implicación en la defensa y agresión y que las habilidades prosociales se asociaban con la agresión. Los resultados sugieren que es necesario trabajar los aspectos morales, sociales y emocionales para mejorar el clima escolar.(AU)
Subject(s)
Humans , Male , Female , Child , Adolescent , Bullying/ethics , Bullying/prevention & control , Bullying/statistics & numerical data , Cyberbullying , Education, Primary and Secondary , Aggression , School Health Services , Child Advocacy , Longitudinal Studies , Spain , Risk FactorsABSTRACT
In recent years, suicide rates among bullying victims have raised much concern among educators and health professionals. Suicide is the fourth leading cause of preventable death among adolescents, data that warn about the need to monitor the signs before victims suicidal behavior to prevent this fatal outcome. In the present study, the role of victims silence about their victimization situation was analysed, as well as the particular impact of family and school environments. More specifically, we examined the mediating role of the victims non-disclosure between the parental styles (observing the fathers and mothers roles separately) and the school climate, concerning suicidal ideation in victims. The sample consisted of 2,977 adolescents (48.5% boys), aged 11-17 years (M = 14.1, SD = 1.42), of whom 635 (21.3%) reported having been victims of bullying in the past year. The results showed that parental styles of rejection and indifference were positively related to victims non-disclosure of bullying and suicidal ideation. Conversely, a positive school climate showed a negative relationship with victims disclosure of the bullying situation and suicidal ideation. The findings also indicated that non-disclosure mediates the relationship between the mothers parental style and suicidal ideation. These findings expand knowledge about the role of bullying victims social context and the variable disclosure with regards to suicidal ideation in adolescents victimized by peers at school.(AU)
En los últimos años, el índice de suicidio entre las víctimas de acoso escolar ha generado mucha preocupación en los educadores y los profesionales de la salud. El suicidio es la cuarta causa de muerte prevenible entre los adolescentes, datos que alertan sobre la necesidad de vigilar los signos ante la conducta suicida de las víctimas para prevenir el fatal desenlace. En el presente estudio se analizó el papel del silencio de las víctimas en su victimización, así como el impacto particular del entorno familiar y escolar. Más concretamente, se analizó el papel mediador del silencio de la víctima entre los estilos parentales (considerando el rol del padre y de la madre por separado) y el clima escolar en la ideación suicida en las víctimas. La muestra constaba de 2,977 adolescentes (48.5% varones), en edades comprendidas entre 11 y 17 años (M = 14.1, DT = 1.42), de los cuales 635 (21.3%) indicaron haber sido víctimas de acoso escolar en el último año. Los resultados mostraron que los estilos parentales de rechazo e indiferencia se relacionaban positivamente con el silencio de las víctimas y la ideación suicida. Por el contrario, un clima escolar positivo mostraba una relación negativa con la revelación de la situación de acoso y la ideación suicida de los estudiantes victimizados. Los hallazgos también indican que el silencio de las víctimas media la relación entre el estilo parental de la madre y la ideación suicida. Estos resultados amplían el conocimiento del papel del contexto social de las víctimas de acoso y de la variable silencio con respecto a la ideación suicida en adolescentes victimizados en la escuela por compañeros.(AU)
Subject(s)
Humans , Male , Female , Adolescent , Bullying , Adolescent Behavior , Adolescent Health , Crime Victims , Suicidal Ideation , Psychology, AdolescentABSTRACT
Bullying at school affects the health and development of children and adolescents. This study aimed to describe evidence about the characteristics of boys and girls identified as bullies in bullying situations. This is a review with publications from 2015 to 2020, operationalized in SciELO, Scopus, Web of Science, and PsycINFO. Data were independently extracted by two reviewers and submitted to methodological quality assessment. The corpus was composed of 27 primary studies. It was found that boys do more bullying and are more engaged in physical aggression. Girls engage more in verbal or psychological type violence. Social/cultural issues are factors consistently associated with such differences. Regarding the consequences of the aggression perpetrated, bullies, regardless of gender, may also have mental health problems. This study gathers quantitative evidence on characteristics of boys and girls who engage in bullying at school. Differences/similarities should be considered in anti-bullying intervention programs.
El acoso afecta a la salud y el desarrollo de niños y adolescentes. Este estudio tenía como objetivo describir las características de los chicos y chicas identificados como agresores. Se trata de una revisión desarrollada entre 2015-2020 en las bases SciELO, Scopus, Web of Science y PsycINFO. Dos revisores extrajeron los datos y los sometieron a una evaluación de la calidad metodológica. La revisión incluyó 27 estudios primarios. Se descubrió que los chicos practican más el acoso y se dedican más a la agresión física. Las chicas ejercen más violencia de tipo verbal o psicológico. Las cuestiones sociales/culturales son factores que se asocian sistemáticamente a estas diferencias. En cuanto a las consecuencias de la agresión perpetrada, los agresores, independientemente del sexo, también pueden presentar problemas de salud mental. Este estudio reúne pruebas cuantitativas sobre las características de los chicos y chicas agresores. Los datos deben tenerse en cuenta en los programas de intervención.
O bullying escolar afeta a saúde e desenvolvimento de crianças e adolescentes. Este estudo objetivou descrever evidências sobre as características de meninos e meninas identificados como agressores(as) em situações de bullying. Trata-se de uma revisão da literatura que abarcou publicações entre 2015 e 2020, operacionalizada nas bases SciELO, Scopus, Web of Science e PsycINFO. Os dados foram extraídos de forma independente por dois revisores e submetidos à avaliação de qualidade metodológica. O corpus foi composto por 27 estudos primários. Verificou-se que meninos praticam mais bullying e estão mais engajados em agressões físicas. Meninas envolvem-se mais em violência do tipo verbal ou psicológica. Questões sociais/culturais são fatores consistentemente associados a tais diferenças. Sobre as consequências das agressões praticadas, agressores, independentemente do sexo, também podem apresentar problemas de saúde mental. Este estudo reúne evidências quantitativas sobre características de meninos e meninas que praticam bullying na escola. Diferenças/semelhanças devem ser consideradas em programas de intervenção antibullying.
Subject(s)
Humans , Violence , Child , Educational Status , Bullying , Health , Adolescent HealthABSTRACT
Fundamento las autolesiones no suicidas se consideran un problema de salud pública y social durante la última década, el cual afecta en mayor medida a los adolescentes. La ansiedad generalizada y el bullying pueden ser factores desencadenantes para su desarrollo. Objetivo analizar un modelo explicativo de la ansiedad generalizada y el bullying como predictores de autolesiones no suicidas en adolescentes peruanos. Métodos estudio de diseño explicativo, transversal, con participación de 1 249 adolescentes peruanos, de edad promedio de 15 años (desviación estándar = 1,49) quienes respondieron escalas sobre ansiedad generalizada, bullying y autolesiones no suicidas. Para el análisis de datos, se aplicó la potencia estadística, la correlación y un modelo de regresión estructural basado en covarianzas para confirmar el modelo explicativo. Resultados las variables psicológicas se correlacionaron de manera positiva y estadísticamente significativa. El modelo propuesto presentó índices de ajuste adecuados (CFI = 0,94; RMSEA = 0,03 [IC del 90 %: 0,02-0,03] y SRMR = 0,04) y se evidenció que la ansiedad generalizada (β = 0,26, p = 0,001) y las dimensiones del bullying, como la agresión (β = 0,25, p = 0,001) y la victimización (β = 0,21, p = 0,003) predijeron de manera estadísticamente significativa las autolesiones no suicidas. Conclusiones los hallazgos sugieren que tanto la ansiedad generalizada como el bullying predicen las autolesiones no suicidas en adolescentes. La evidencia proporciona información útil para desarrollar y evaluar programas de prevención basados en estas variables psicológicas, con vistas a disminuir el riesgo de las autolesiones no suicidas.
Background non-suicidal self-harm has been considered a public and social health problem during the last decade, which affects adolescents to a greater extent. Generalized anxiety and bullying can be trigger factors for its development. Objective to analyze a generalized anxiety and bullying explanatory model as non-suicidal self-harm predictors in Peruvian adolescents. Methods cross-sectional, explanatory design study, with 1,249 Peruvian adolescents, average age 15 years old (standard deviation = 1.49), who answered scales on generalized anxiety, bullying, and non-suicidal self-harm. For data analysis, statistical power, correlation, and a structural regression model based on covariances were applied to confirm the explanatory model. Results the psychological variables were positively and statistically significantly correlated. The proposed model had adequate fit indices (CFI = 0.94; RMSEA = 0.03 [90% CI: 0.02-0.03] and SRMR = 0.04) and it was evidenced that generalized anxiety (β = 0.26, p = 0.001) and bullying dimensions such as aggression (β = 0.25, p = 0.001) and victimization (β = 0.21, p = 0.003) statistically significantly predicted self-harm not suicidal. Conclusions The findings suggest that both generalized anxiety and bullying predict non suicidal self-harm in adolescents. The evidence provides useful information for developing and evaluating prevention programs based on these psychological variables, to reduce the non-suicidal self-harm risks.
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El acoso escolar es un fenómeno que está presente en las aulas. Las competencias emocionales que desarrollan los niños en su crecimiento pueden tener relación con la participación en este proceso. La empatía es una competencia que se ve afectada en agresores y víctimas. Este trabajo analizó si existen diferencias en el nivel de empatía en función de los participantes del acoso escolar (víctimas y acosadores). Además, se estudiasi hay diferencias en empatía en función del sexo de la persona hacia quien va dirigida la acción empática y de quién la ejerce. La muestra estuvo compuesta por 180 niños siendo el 50% chicas y 50% chicos de entre 10 y 12 años, encontrando la media en 11,23 años y la desviación típica de .914. reclutados en cinco colegios de la provincia de Alicante (Petrel, Ibi y Alicante), en España. Los niños respondieron al Cuestionario de Índice de Empatía para Niños y Adolescentes (Index of Empaty for Children and Adolescents, IECA) para evaluar la empatía y al Test Bull-S paraevaluar los posibles perfiles de agresor y víctima en las aulas. Los agresores y las víctimas obtuvieron un menor índice de empatía con respecto a la media global de la muestra; aunque no hubo diferencia en empatía entre agresores y víctimas. Las chicas puntuaron más alto en empatía que los chicos. Las chicas mostraron ser más empáticas con las chicas, que con los chicos. Se concluye que las competencias emocionales pueden verse afectadas en personas involucradas en situaciones de acoso. Por tanto, se debe dar prioridad a programas de prevención basados en mejorar las competencias emocionales y así evitar el problema del acoso escolar antes de que ocurra. (AU)
Bullying is a phenomenon that is present in the classroom. The emotional competences that children develop as they grow up may be related to their participation in this process. Empathy is a competence thatis affected in aggressors and victims. This paper analysed whether there are differences in the level of empathy depending on the participants in bullying (victims and bullies). In addition, we studied whether there are differences in empathy according to the gender of the person towards whomthe empathic action is directed and who is exercising it. The sample consisted of 180 children, 50% girls and 50% boys between 10 and 12 years of age, with a mean of 11.23 years and a standard deviation of .914, recruited from five schools in the province of Alicante (Petrel, Ibi and Alicante),Spain. The children responded to the Index of Empathy for Children and Adolescents (IECA) questionnaire to assess empathy and to the Bull-S test to assess possible aggressor and victim profiles in the classroom. Bullies and victims scored lower on empathy than the overall sample mean, although there was no difference in empathy between bullies and victims. Girls scored higher on empathy than boys. Girls were more empathetic towards girls than boys. It is concluded that emotional competences may be affected in people involved in bullying situations. Therefore, priority should be given to prevention programmes based on improving emotional competences in order to prevent the problem of bullying before it occurs. (AU)
Subject(s)
Humans , Male , Female , Child , Adolescent , Bullying/psychology , Empathy , Sex Distribution , Cross-Sectional Studies , Spain , Surveys and QuestionnairesABSTRACT
Background: Bullying is highly prevalent among children and adolescents with Attention-Deficit/Hyperactivity Disorder (ADHD). This study investigates self-perceived bullying victimization and related sociodemographic, psychopathological, cognitive, and academic characteristics in pre-adolescents with ADHD compared to controls. Method: The participants were 424 pre-adolescents, 138 of whom had ADHD. Self-perceived bullying victimization was assessed with the Bullying and School Violence questionnaire. This study is part of a larger double-phase epidemiologic cross-sectional study. Results: A total of 35% of the ADHD pre-adolescents self-reported bullying victimization. ADHD-combined presentation showed the highest prevalence of co-occurring self-perceived bullying victimization. After the effects of socioeconomic level, gender, place of birth, intelligence quotient and autism had been controlled, we observed that presenting ADHD increased the likelihood of self-perceived bullying victimization almost 3-fold. Having ADHD and self-perceived bullying victimization were significantly associated with higher rates of the co-occurrence of internalizing and externalizing psychological problems. Comorbidity with ASD was higher in ADHD + bullying cases. Pre-adolescents with ADHD had lower cognitive scores and worse academic outcomes regardless of whether they were being bullied or not. Conclusions: In bullying prevention and intervention, special attention should be paid to ADHD as a vulnerability factor for self-perceived victimization, with negative consequences for emotional well-being and behavior.(AU)
Antecedentes: El acoso escolar es altamente prevalente entre niños/adolescentes con TDAH. Se estudió la victimización por acoso escolar autopercibida y las características sociodemográficas, psicopatológicas, cognitivas y académicas relacionadas en preadolescentes con TDAH en comparación con un grupo control. Método: Participaron 424 preadolescentes, 138 con TDAH. La victimización por acoso autopercibida se evaluó con el cuestionario de Acoso y Violencia Escolar. Este trabajo forma parte de un estudio epidemiológico transversal en doble fase más amplio. Resultados: El 35% de los preadolescentes con TDAH reportaron haber sido víctimas de acoso escolar. El TDAHpresentación combinada mostró la mayor coocurrencia de victimización por acoso autopercibida. Controlados los efectos del nivel socioeconómico, sexo, lugar de nacimiento, coeficiente intelectual y autismo, esta presentación aumentaba casi 3-veces la probabilidad de victimización por acoso autopercibida. El TDAH y la percepción de victimización se asociaron significativamente con altas tasas de coocurrencia de problemas psicológicos internalizantes/externalizantes. La comorbilidad con TEA fue mayor en el TDAH + acoso. Los preadolescentes TDAH tenían puntuaciones cognitivas más bajas y peores resultados académicos, independientemente de si estaban siendo acosados. Conclusiones: En prevención e intervención del bullyingdebe prestarse especial atención al TDAH como factor de vulnerabilidad, con consecuencias negativas para el bienestar emocional y comportamiento.(AU)
Subject(s)
Humans , Male , Female , Child , Adolescent , Attention Deficit Disorder with Hyperactivity , Bullying/prevention & control , Child Development , Burnout, Psychological , Psychology, Child , School Health Services , Surveys and Questionnaires , Cross-Sectional Studies , Psychology, DevelopmentalABSTRACT
O envolvimento com o bullying escolar pode relacionar-se ao amplo contexto desenvolvimental do indivíduo, incluindo a família. Esta revisão sistemática objetivou identificar a produção científica nacional e internacional entre 2015 e 2019 sobre a relação entre bullying escolar e família. Os artigos foram coletados nas bases de dados LILACS, PubMed, PsycInfo e ERIC, a partir dos descritores "bullying AND família", nos idiomas português, inglês e espanhol. Foram analisados 48 artigos empíricos. Eles foram apresentados quanto à forma de relação entre família e bullying e situados como fatores de proteção ou risco aos escolares. Os resultados foram submetidos à análise temática, embasada na teoria sistêmica bioecológica. Identificou-se que o contexto familiar tem sido associado ao envolvimento em situações de bullying escolar, enquanto fator de proteção, mas principalmente de risco para a prática ou vitimização por bullying. Esta revisão auxilia na interpretação desta relação, indicando lacunas e possibilidades para pesquisas futuras
Involvement with school bullying can be related to the broad developmental context of the individual, including the family. This systematic review aimed to identify the national and international scientific production between 2015 and 2019 on the relationship between family context and involvement with school bullying. The articles were collected in the LILACS, PubMed, PsycINFO and ERIC databases using the descriptors "bullying AND family" in Portuguese, English and Spanish. 48 empirical articles were selected for analysis. They were presented focusing on the relationship between family and bullying and classifi ed as protective or risk factors for students. The results were subjected to thematic analysis, based on bioecological systemic theory. It was identifi ed that the family context has been associated with involvement in situations of school bullying, as a protective factor, but mainly as a risk for the practice or victimization by bullying. This review helps in the interpretation of this relationship, indicating gaps and possibilities for future research
La participación en el acoso escolar puede estar relacionada con el contexto de desarrollo amplio del individuo, incluida la familia. Esta revisión sistemática tuvo como objetivo identificar la producción científica nacional e internacional entre 2015 y 2019 sobre la relación entre el contexto familiar y la participación en acoso escolar. Los artículos fueron recopilados en las bases de datos LILACS, PubMed, PsycINFO y ERIC de los descriptores "acoso escolar AND familia" en portugués, inglés y español. Se seleccionaron 48 artículos empíricos para su análisis. Ellos fueron presentados en cuanto a la forma de relación entre la familia y la intimidación y colocados como factores protectores o de riesgo para los estudiantes. Los resultados fueron sometidos a análisis temático, basado en la teoría sistémica bioecologica. Se identificó que el contexto familiar se ha asociado con la participación en situaciones de acoso escolar, como un factor protector, pero principalmente un riesgo para la práctica o la victimización por acoso escolar. Esta revisión ayuda en la interpretación de esta relación, indicando brechas y posibilidades para futuras investigaciones
Subject(s)
Domestic Violence , Family Relations , Bullying , StudentsABSTRACT
ABSTRACT Objectives: to analyze the associations between bullying participation profiles (victims, bullies, and bully-victims) and the risk for eating disorders in adolescents. Methods: a cross-sectional study was conducted with 491 students, aged 10 to 18 years. Data were collected through the application of the Peer Victimization and Aggression Scale and the Eating Attitudes Test, and were statistically analyzed using analysis of variance (ANOVA) and Spearman correlation. Results: the risk for eating disorders was higher for the victim profile, both for boys and girls. For both sexes, physical victimization, verbal victimization, and relational victimization were significantly associated with variables related to the risk for eating disorders. For boys, there were also significant associations related to aggression. Conclusions: student victims, especially boys, are more vulnerable to the consequences of bullying in relation to the risk for eating disorders.
RESUMEN Objetivos: analizar las asociaciones entre los perfiles de participación en el acoso escolar (víctimas, agresores y víctimas-agresores) y el riesgo de trastornos alimentarios en adolescentes. Métodos: estudio transversal con 491 estudiantes de 10 a 18 años. Los datos se recopilaron mediante la aplicación de la Escala de Victimización y Agresión entre Pares y el Test de Actitudes Alimentarias, y se analizaron estadísticamente mediante análisis de varianza (ANOVA) y correlación de Spearman. Resultados: el riesgo de trastornos alimentarios fue mayor en el perfil de víctima, tanto en niños como en niñas. Tanto para ambos sexos, la victimización física, la victimización verbal y la victimización relacional se asociaron significativamente con variables relacionadas con el riesgo de trastornos alimentarios. En el caso de los niños, también se observaron asociaciones significativas relacionadas con la agresión. Conclusiones: los estudiantes que son víctimas, especialmente los niños, son más vulnerables a las consecuencias del acoso escolar en relación con el riesgo de trastornos alimentarios.
RESUMO Objetivos: analisar as associações entre o perfil de participação no bullying (vítimas, agressores e vítimas-agressoras) e o risco de transtornos alimentares em adolescentes. Métodos: estudo transversal realizado com 491 estudantes, com idades entre 10 e 18 anos. Os dados foram coletados por meio da aplicação da Escala de Vitimização e Agressão entre Pares e do Eating Attitudes Test, e foram analisados estatisticamente por meio de análises de variância (ANOVA) e correlação de Spearman. Resultados: o risco de transtornos alimentares foi maior para o perfil de vítima, tanto para meninos quanto para meninas. Para ambos os sexos, a vitimização física, a vitimização verbal e a vitimização relacional associaram-se significativamente às variáveis de risco de transtornos alimentares. Para os meninos, também houve associações significativas relacionadas à agressão. Conclusões: os estudantes vítimas, especialmente os meninos, são mais vulneráveis às consequências do bullying em relação ao risco de transtornos alimentares.
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Generalmente, manga es la palabra japonesa empleada para denominar a los cómics, si bien también se emplea como referencia para las historietas de origen japonés. Junto a la estadounidense y la franco-belga, ocupa un puesto de honor en el triunvirato de la tradición ilustradora mundial. Su posterior adaptación a las series de animación originó el anime, género en el que se encuadra A sllent voice (2016) de Naoko Yamada. La película está inspirada en el manga original Koe no Katachi, escrito y dibujado por Yoshitoki Ōima. La historia nos muestra las vicisitudes de Shôko Nishimiya, una estudiante de primaria sorda, víctima de acoso escolar cuando se cambia de colegio. Ishida Shôya es uno de los protagonistas de tan despiadada conducta, que llega incluso a forzar que su indefensa víctima tenga que abandonar el colegio. Años más tarde, recriminado socialmente y lleno de remordimiento, Ishida busca su ansiada redención. (AU)
Generally, manga is the Japanese word used to describe comics, although its also used as a reference for comics of Japanese origin. Together with the American and Franco-Belgians works, occupies a place of honor in the triumvirate of the world´s illustrative tradition. On the later adaptation to the animation series originated the anime, a genre in which falls A silent voice (2016) by Naoko Yamada. The film is inspired by the original manga Joe no Katachi, written and draw by Yoshitoki Ōima. The story shows us the vicissitudes of Shôko Nishimiya, a deaf primary schoolgirl victim of bullying when she changes schools. Ishida Shôya is one of the protagonists of such ruthless behavior, with even forces the helpless victim to have to drop out of school. Years later, socially recriminated and filled with remorse, Ishida strikes out in eager redemption. (AU)
Subject(s)
Humans , Male , Female , Adolescent , Bullying , Suicidal Ideation , Motion Pictures , Graphic Novels as Topic , Sign LanguageABSTRACT
Resumen La promoción de la convivencia escolar es una tarea imprescindible en las escuelas del siglo XXI, que, aparte de la enseñanza del contenido académico, están llamadas a preparar para la vida y prevenir la violencia. Aunque se reconozca la importancia de la convivencia escolar y se hayan implementado diversos programas para su promoción, todavía es necesario profundizar en el conocimiento de las bases psicológicas que fundamentan el quehacer de las escuelas en relación con la convivencia. Por ello, en el presente artículo se pretende delimitar el concepto de convivencia escolar y se propone un modelo de convivencia escolar basado en los conocimientos de la Psicología Evolutiva y de la Educación. Se trata de un modelo en el que la convivencia escolar se nutre de factores personales y contextuales para la prevención de la violencia y promoción de la ciudadanía y la paz. Con este propósito, se realiza una revisión de literatura científica sobre diversos componentes de la convivencia escolar y su desarrollo normativo en el alumnado, y una propuesta de su promoción a través de la educación. La convivencia se conceptualiza desde una perspectiva positiva a partir de la promoción de conductas prosociales.
Abstract Fostering a positive school climate is a crucial task of the 21st century schools which, besides teaching academic skills, need to prepare for life and prevent violence. Although the importance of a positive school climate is broadly recognized, and there are numerous programs for its promotion, it is still necessary to increase knowledge on the psychological bases for educational practice in relation to a positive school climate. This article provides a theoretical basis to understand the concept and a model of a positive school climate based on developmental and educational Psychology. In this model, school climate is a combination of personal and contextual factors that make it possible to prevent violence and promote citizenship and peace. A literature review focused on different components of a positive school climate and their normative development in students is presented together with suggestions for its promotion. A school climate is conceptualized from a positive perspective based on the promotion of prosocial behaviour.
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Introducción. Los estilos de crianza determinan la conducta infantil; sin embargo, existe escasa información sobre su repercusión en el acoso escolar. Objetivo: Determinar la fuerza de asociación entre las diferentes tipologías de los estilos de crianza y el rol asumido en el acoso escolar, así como identificar perfiles de los adolescentes según su involucramiento en el acoso escolar. Materiales y métodos. Estudio transversal tipo analítico, realizado en Lima-Perú, en el año 2019. Se aplicó la escala de estilos de crianza de Steinberg y la escala EBIP-Q a 563 escolares de escuelas públicas. Los puntajes fueron obtenidos mediante un análisis factorial confirmatorio. Se empleó el coeficiente de correlación de Spearman, Chi Cuadrado de Pearson y análisis de regresión logística multinomial. Resultados. Existe asociación entre los estilos de crianza y el rol del adolescente en el acoso escolar. El análisis multivariado reportó que ser hombres se asocia con el rol de agresor (OR = 2,73); mientras que acceder a una red social (OR = 2,23), ser hombre (OR = 1,75), los estilos de crianza (negligente [OR = 2,72] y mixto [OR = 0,38] en comparación con autoritario) fueron predictores de asumir el rol de agresor victimizado en el acoso escolar. Discusión. La asociación encontrada en el estudio confirma hallazgos previos; sin embargo, se abre debate sobre la influencia del estilo de crianza negligente en la dinámica del acoso escolar. Conclusión. Tanto el estilo de crianza negligente y autoritario (menor proporción) tienen un efecto positivo y significativo en el rol de agresor victimizado.
Introduction: Parenting styles determine child behavior; however, there is little information on their impact on bullying. Objective: To determine the association between different parenting styles and the role assumed in bullying, as well as to identify adolescents' profiles according to their involvement in bullying. Materials and Methods: A cross-sectional analytical study was conducted in Lima, Peru, in 2019. The Steinberg's Parenting Styles Scale and the European Bullying Intervention Project Questionnaire (EBIP-Q) were administered to 563 students from public schools. Scores were obtained by confirmatory factor analysis. Spearman's correlation coefficient, Pearson's Chi-square test, and multinomial logistic regression analysis were used. Results: There is an association between parenting styles and adolescents' role in bullying. The multivariate analysis reported that being male was associated with the role of the bully (OR: 2.73; 95% CI 1.594.68), while access to social media (OR: 2.23; CI 95% 1.114.49), being male (OR: 1.75; CI=1.062.88), and parenting styles (neglectful [OR: 2.72; 95% CI 1.325.59] and mixed [OR: 0.38; 95% CI 0.160.91] compared to authoritarian parenting style) were predictors of the role of the victimized bully. Discussion: The association found in the study confirms previous findings; however, it opens the debate on the influence of neglectful parenting style on bullying dynamics. Conclusions: Both neglectful and authoritarian parenting styles (lower proportion) have a positive and significant effect on the role of victimized bully.
Introdução: Os estilos parentais determinam o comportamento das crianças; no entanto, há pouca informação sobre o seu impacto no bullying. Objetivo: Determinar a força da associação entre os diferentes estilos parentais e o papel assumido no bullying; bem como identificar perfis de adolescentes de acordo com seu envolvimento no bullying. Materiais e métodos: Estudo analítico transversal realizado em Lima-Peru em 2019. A escala de estilos parentais de Steinberg e a escala EBIP-Q foram aplicadas a 563 alunos de escolas públicas. Os escores foram obtidos por meio de uma análise fatorial confirmatória. Foram utilizados o coeficiente de correlação de Spearman, o Qui-Quadrado de Pearson e a análise de regressão logística multinomial. Resultados: Existe associação entre os estilos parentais e o papel do adolescente no bullying. A análise multivariada relatou que ser do sexo masculino está associado ao papel de agressor (OR: 2,73; IC 95% 1,59-4,68); ao acessar uma rede social (OR: 2,23; IC 95% 1,11-4,49), ser do sexo masculino (OR: 1,75; IC=1,06-2,88), estilos parentais (negligente [OR: 2,72; IC 95% 1,32-5,59] e misto [OR: 0,38; IC 95% 0,16-0,91] comparado ao autoritário) foram preditores de assumir o papel de agressor vitimizado no bullying. Discussão: A associação encontrada no estudo confirma achados anteriores; no entanto, abre-se um debate sobre a influência do estilo parental negligente na dinâmica do bullying. Conclusão: Tanto o estilo parental negligente quanto o autoritário (menor proporção) têm efeito positivo e significativo no papel do agressor vitimizado.
Subject(s)
Students , Child Rearing , Adolescent , BullyingABSTRACT
Resumen Introducción: Un creciente número de estudios han demostrado vínculos consistentes entre la teoría de la desvinculación moral de Bandura y los comportamientos disruptivos e inhumanos. Recientemente se han explorado las relaciones directas e indirectas de la desvinculación moral con el acoso escolar, el ciberacoso y otros comportamientos agresivos en niños(as) y adolescentes, lo cual amerita una revisión de los principales hallazgos. Objetivo: Revisar la literatura y evidencia empírica sobre el efecto de la desvinculación moral en la participación de niños(as) y adolescentes en el acoso escolar, el ciberacoso y otros comportamientos agresivos. Método: Se trató de un estudio de revisión documental. La búsqueda bibliográfica se efectuó en la Web of Science. Se incluyeron 45 estudios empíricos para el análisis. Resultados: Se encontró que la desvinculación moral y sus diferentes estrategias sociocognitivas tienen efectos directos e indirectos que predicen la participación de niños(as) y adolescente en el acoso escolar, el ciberacoso, comportamientos agresivos y antisociales. Adicionalmente, la empatía, las relaciones de amistad, la crianza, las tendencias prosociales, la ira y los rasgos insensibles-no emocionales son factores que, en conjunto, contribuyen al desarrollo, mantenimiento o disminución de conductas de acoso y ciberacoso. También se reportó que los hombres presentan una mayor tendencia que las mujeres al acoso escolar, el ciberacoso, la agresión y uso de la desvinculación moral. Conclusiones: Se señala la importancia de los procesos de cognición moral para el desarrollo de estrategias de intervención psicoeducativa y psicosocial destinadas a prevenir y reducir el acoso y ciberacoso en niños(as) y adolescentes.
Abstract Introduction: A growing number of studies have demonstrated consistent links between Bandura's moral disengagement theory and disruptive and inhumane behaviors. The direct and indirect relation- ships of moral disengagement with bullying, cyberbullying, and other aggressive behaviors in children and adolescents have recently been explored, ensuring a review of key findings. Objective: To review the literature and empirical evidence on the effect of moral disengagement on children's and adolescents' engagement in bullying, cyberbullying, and other aggressive behaviors. Method: This was a documentary review study. The literature search was carried out in the Web of Science. Forty-five empirical studies were included for analysis. Results: Were found that moral disengagement and its different socio-cognitive strategies have direct and indirect effects that predict child and adolescent involvement in bullying, cyberbullying, aggressive and antisocial behaviors. Additionally, empathy, friendship relationships, parenting, prosocial tendencies, anger and callous-unemotional traits are factors that together contribute to the development, maintenance or decrease of bullying and cyberbullying behaviors. It was also reported that males present a greater tendency than females to bullying, cyberbullying, aggression, and use of moral disengagement. Conclusions: The importance of moral cognition processes for the development of psychoeducational and psychosocial intervention strategies aimed at preventing and reducing bullying and cyberbullying in children and adolescents is pointed out.
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Fundamentos: El objetivo de la presente investigación fue determinar la prevalencia entre el acoso escolar obullying y las conductas de riesgo a trastornos de la conducta alimentaria (TCA), en escolares mexicanos dequinto y sexto grado escolar. Cuyos resultados aporten al programa en línea que se va diseñar para suprevención.Métodos: Se obtuvo una muestra de 3641 escolares mexicanos entre 9-14 años a los cuales, se les aplicó laencuesta Health Behaviour in School-aged Children (HBSC) y el CBCAR, cuestionario diseñado y validado enadolescentes mexicanos, para evaluar las conductas de riego a TCA. Se aplicó la encuesta en línea, con elformato del programa NutriNet del Instituto Nacional de Ciencias Médicas y Nutrición Salvador Zubirán(INCMYNSZ), protocolo con el visto bueno de los comités del Instituto y del Hospital General de México.Resultados: Se observó una mayor incidencia de presentar conductas alimentarias de riesgo en escolares queson acosados tanto en los escolares abusadores y en los escolares que participan en pleitos o peleas,observándose diferencia estadística significativa (p ≥ 0,05).Conclusiones: El bullying constituye un factor de riesgo a padecer un trastorno de la conducta alimentaria. (AU)
Background: The aim of this research was to determine the prevalence of bullying and risk behaviors foreating disorders in Mexican schoolchildren in 5th and 6th grade. Whose results contribute to the onlineprogram that will be designed for its prevention.Methods: A sample of 3,641 Mexican schoolchildren between 9-14 years old was obtained. To whom, theHealth Behavior in School-aged Children (HBSC) survey and the CBCAR, a questionnaire designed andvalidated in Mexican adolescents were applied to evaluate risk behaviors to eating disorders. The onlinesurvey was applied, with the format of the "NutriNet" program of the National Institute of Medical Sciencesand Nutrition Salvador Zubiran (INCMYNSZ), protocol with the approval of the committees of the Instituteand the General Hospital of Mexico.Results: A higher incidence of presenting risky eating behaviors was observed in schoolchildren who arebullied both in abusive schoolchildren and in schoolchildren who participate in fights, observing a statisticallysignificant difference (p ≥ 0.05).Conclusions: Bullying is a risk factor for developing an eating disorder. (AU)