Teachers' Perceived Disruption at School and Related Variables from Teachers and School Functioning.

This study explores variables related to teachers' perception of disruption at school as a function of teachers (sense of personal accomplishment, professional disengagement and depersonalization and emotional exhaustion) and school (overall school management and quality of school rules) factors. Using a questionnaire regarding school climate, data from 4,055 teachers across 187 high schools were analyzed. Hierarchical linear modeling was applied and the results indicate that, taken separately, significant individual teacher predictors (Model 1) explain 26% (95% CI [.23, .29]) of the variability of the perceived disruption, especially depersonalization and emotional exhaustion. Contextual school variables (Model 2) explained 15% (95% CI [.12, .18]) of variance in teachers' perceived disruption, with a significant negative relationship with the quality of rules. Model 3 included the above factors plus interactions between the emotional exhaustion and depersonalization variables and school indicators (30% of variance explained; 95% CI [.26, .33]). The results indicated the existence of a moderating effect for the quality of school rules, so that fair and properly-applied rules in the school context may be associated with a decrease in the relationship between depersonalization and emotional exhaustion and perceived disruption.

Is being Punished at School an Indicator of Psychosocial Risk?

Research carried out in different cultural contexts shows that the use of exclusively coercive disciplinary measures does not improve the behavior of those punished, and may even increase the risks underpinning those behaviors. The aim of this research was to study whether there is a link between repeatedly suffering punishment at school and psychosocial risks in adolescence. A non-experimental design was implemented with selected groups. The participants were 507 adolescents from four groups with different risk levels: in social protection (n = 189); subject to court measures (n = 104); in treatment for drug abuse (n = 25); and comparison group (n = 189). A questionnaire was applied collectively. The variables measured were school punishments, violence, drug consumption and commission of crimes. The mild punishments variable predicted and increased the probability of consuming alcohol, tobacco and cannabis by 34% (95% CI [1.1, 1.5]), and increased the probability of using illegal drugs by 11% (95% CI [1.11, 1.30]). Te severe punishments variable increased the probability of using illegal drugs by 86% (95% CI [1.41, 2.49]) and increased the probability of committing crimes by 40% (95% CI [1.13, 1.73]). School punishments, particularly if severe, stand as a visible indicator of psychosocial risk. Behaviors subjected to punishment should alert us to the need to intervene with individuals who manifest them for which the use of exclusively coercive measures is ineffective. A wider educational intervention is required to help them find their place in school instead of excluding them from it.

Is being punished at school an indicator of psychosocial risk?

Research carried out in different cultural contexts shows that the use of exclusively coercive disciplinary measures does not improve the behavior of those punished, and may even increase the risks underpinning those behaviors. The aim of this research was to study whether there is a link between repeatedly suffering punishment at school and psychosocial risks in adolescence. A non-experimental design was implemented with selected groups. The participants were 507 adolescents from four groups with different risk levels: in social protection (n = 189); subject to court measures (n = 104); in treatment for drug abuse (n = 25); and comparison group (n = 189). A questionnaire was applied collectively. The variables measured were school punishments, violence, drug consumption and commission of crimes. The mild punishments variable predicted and increased the probability of consuming alcohol, tobacco and cannabis by 34% (95% CI [1.1, 1.5]), and increased the probability of using illegal drugs by 11% (95% CI [1.11, 1.30]). Te severe punishments variable increased the probability of using illegal drugs by 86% (95% CI [1.41, 2.49]) and increased the probability of committing crimes by 40% (95% CI [1.13, 1.73]). School punishments, particularly if severe, stand as a visible indicator of psychosocial risk. Behaviors subjected to punishment should alert us to the need to intervene with individuals who manifest them for which the use of exclusively coercive measures is ineffective. A wider educational intervention is required to help them find their place in school instead of excluding them from it (AU)

No disponible

Teachers' perceived disruption at school and related variables from teachers and school functioning

This study explores variables related to teachers’ perception of disruption at school as a function of teachers (sense of personal accomplishment, professional disengagement and depersonalization and emotional exhaustion) and school (overall school management and quality of school rules) factors. Using a questionnaire regarding school climate, data from 4,055 teachers across 187 high schools were analyzed. Hierarchical linear modeling was applied and the results indicate that, taken separately, significant individual teacher predictors (Model 1) explain 26% (95% CI [.23, .29]) of the variability of the perceived disruption, especially depersonalization and emotional exhaustion. Contextual school variables (Model 2) explained 15% (95% CI [.12, .18]) of variance in teachers’ perceived disruption, with a significant negative relationship with the quality of rules. Model 3 included the above factors plus interactions between the emotional exhaustion and depersonalization variables and school indicators (30% of variance explained; 95% CI [.26, .33]). The results indicated the existence of a moderating effect for the quality of school rules, so that fair and properly-applied rules in the school context may be associated with a decrease in the relationship between depersonalization and emotional exhaustion and perceived disruption (AU)

No disponible

Peer bullying and disruption-coercion escalations in student-teacher relationship / Acoso escolar y escaladas de disrupción-coerción en la interacción profesor-alumno

Antecedentes: aunque se han realizado muchos estudios sobre el bullying, pocos lo han relacionado con las escaladas de disrupción coerción que a veces se producen en las aulas. Comprender dicha relación es el objetivo de esta investigación. Método: participaron en el estudio 22.114 adolescentes españoles con edades entre 12 y 18 años (edad media= 14,22; D.T.= 1,41). 49,6% fueron chicos (edad media= 14,26; D.T.= 1,41) y 50,4% chicas (edad media= 14,20; D.T.= 1,40). El diseño fue de encuesta con muestreo de conglomerados estratificado. Los datos fueron analizados con análisis de clases latentes. Resultados: la participación directa en el bullying permitió detectar cinco grupos: no implicados, acosadores, seguidores, víctimas agresivas y víctimas pasivas. Participar en el acoso se relaciona con una peor valoración de las normas de la escuela y una percepción más negativa de la interacción con el profesorado, que parece originar escaladas de disrupción y coerción, detectándose diferencias entre los grupos. Conclusiones: los resultados reflejan la necesidad de tratar de prevenir conjuntamente estos dos problemas, enseñando a rechazar toda forma de violencia y a través de un tratamiento más eficaz de la disrupción, para prevenir o frenar las escaladas desde su inicio (AU)

Background: Although there have been many studies of bullying, few have linked it with the escalation of disruption-coercion that sometimes occur in the classroom. Understanding this relationship is the aim of this research. Method: The study included 22114 Spanish adolescents, aged 12 to 18 years (mean age = 14.22, SD = 1.41). 49.6% were boys (mean age = 14.26, SD = 1.41) and 50.4% were girls (mean age = 14.20, SD = 1.40). The design was a sample survey with stratified cluster sampling. Data were analyzed by latent class analysis. Results: Based on direct involvement in bullying, fi ve groups were detected: non-participants, bullies, followers, victim-bullies and victims. Involvement in bullying is associated with lower appraisal of school norms and a more negative perception of interaction with teachers, which seems to cause disruption and coercion escalations. We found differences in this respect among groups involved in bullying and non-participants. Conclusions: The results reflect the need to try to prevent these two problems conjointly, teaching students to reject all forms of violence and, through more effective treatment of disruption, to prevent or stop escalation at early stages (AU)

Peer bullying and disruption-coercion escalations in student-teacher relationship.

BACKGROUND: Although there have been many studies of bullying, few have linked it with the escalation of disruption-coercion that sometimes occur in the classroom. Understanding this relationship is the aim of this research. METHOD: The study included 22114 Spanish adolescents, aged 12 to 18 years (mean age = 14.22, SD = 1.41). 49.6% were boys (mean age = 14.26, SD = 1.41) and 50.4% were girls (mean age = 14.20, SD = 1.40). The design was a sample survey with stratified cluster sampling. Data were analyzed by latent class analysis. RESULTS: Based on direct involvement in bullying, five groups were detected: non-participants, bullies, followers, victim-bullies and victims. Involvement in bullying is associated with lower appraisal of school norms and a more negative perception of interaction with teachers, which seems to cause disruption and coercion escalations. We found differences in this respect among groups involved in bullying and non-participants. CONCLUSIONS: The results reflect the need to try to prevent these two problems conjointly, teaching students to reject all forms of violence and, through more effective treatment of disruption, to prevent or stop escalation at early stages.

Convivencia y aprendizaje escolar en la adolescencia desde una perspectiva de género / School coexistence and learning in adolescence from a gender perspective

Este artículo analiza los resultados de los estudios sobre aprendizaje y convivencia escolar desde una perspectiva de género, prestando especial atención a los estudios de la Unidad de Psicología Preventiva (UCM), sobre todo el Estudio Estatal sobre la Convivencia Escolar en España, con una muestra de 22.247 adolescentes de Educación Secundaria Obligatoria. En él se encuentra que las alumnas están sobrerrepresentadas en indicadores positivos y los alumnos en los negativos, tanto en adaptación académica como en convivencia. La mejor situación académica de las mujeres puede explicarse por su mayor tendencia a superar el sexismo, identificándose con valores tradicionalmente masculinos, como el éxito, sin renunciar a los femeninos, como la empatía. A partir de lo cual: 1) se propone extender las ventajas que el avance hacia la igualdad puede tener también para los hombres; 2) se reconoce que compartir espacio y actividad académica son condiciones necesarias pero no suficientes para la construcción de la igualdad; 3) y que la mejora de la convivencia escolar debe llevarse a cabo desde una perspectiva integral y de género que contribuya a prevenir todo tipo de violencia, incluida la violencia contra las mujeres (AU)

This article reviews recent research about academic learning and school coexistence in adolescence from a gender perspective. It focuses on the research developed by the Preventive Psychology research group (UCM), specially the results from the Spanish National Study of School Coexistence using a sample of 22,247 secondary school students. Research shows that girls are overrepresented in positive indicators whereas boys are in negative indicators, not only in academic adjustment but also in school coexistence. Girls’ better academic achievement can be explained by their higher tendency to overcome sexism: they identify with traditional masculinity values (such as success orientation) without giving up traditional femininity values (such as empathy). Based on this, the following conclusions are reached: 1) to extend the advantages of equality also to men; 2) to emphasize that sharing academic contexts and activities is necessary but sufficient to construct equality; and lastly, 3) to improve school coexistence, it is necessary to adopt a integrative gender approach to prevent any kind of violence, including violence against women (AU)

[School coexistence and learning in adolescence from a gender perspective]. / Convivencia y aprendizaje escolar en la adolescencia desde una perspectiva de género.

This article reviews recent research about academic learning and school coexistence in adolescence from a gender perspective. It focuses on the research developed by the Preventive Psychology research group (UCM), specially the results from the Spanish National Study of School Coexistence using a sample of 22,247 secondary school students. Research shows that girls are overrepresented in positive indicators whereas boys are in negative indicators, not only in academic adjustment but also in school coexistence. Girls' better academic achievement can be explained by their higher tendency to overcome sexism: they identify with traditional masculinity values (such as success orientation) without giving up traditional femininity values (such as empathy). Based on this, the following conclusions are reached: 1) to extend the advantages of equality also to men; 2) to emphasize that sharing academic contexts and activities is necessary but sufficient to construct equality; and lastly, 3) to improve school coexistence, it is necessary to adopt a integrative gender approach to prevent any kind of violence, including violence against women.

La reproducción intergeneracional de la exclusión social y su detección desde la educación infantil / The intergenerational transmission of social exclusion and its detection in early childhood education

En este artículo se analiza la relación entre la seguridad manifestada por los niños y las niñas de 3-6 años en el modelo interno de apego, evaluado través de una entrevista, y su adaptación a la escuela infantil observada por el educador, así como la relación entre ambas variables y la desventaja socioeconómica de sus familias. El estudio se ha realizado con N= 128, 64 del grupo en desventaja y 64 del grupo de comparación. Sus resultados reflejan que los sujetos de familias con graves problemas de exclusión tienen una peor adaptación escolar en todos los factores evaluados: competencia y empatía, pasividad/aislamiento y conductas antisociales; y manifiestan en la entrevista menor frecuencia de modelo seguro y mayor frecuencia de los modelos desestructurado y de evitación que los sujetos del grupo de comparación. Estas diferencias pueden ser interpretadas como el origen de la reproducción de la exclusión y desestructuración que caracteriza la vida de sus familias

In this paper we analyse the relationship between the self-confidence manifested by 3-6 year old in the internal working model (evaluated by interview) and their adaptation to nursery environment observed by their teacher, along with the relationship between these variables and the social-economic disadvantage encountered by the families of the children. The study was carried out with 128 children (64 from families in deprived circumstances and 64 in the contrast group). The results show that children from families with serious problems of exclusion exhibit adaptation deficiencies in all of the assessed factors: competence and empathy, passiveness/isolation and antisocial behavior; in the interview, they also show less frequency of the secure model, and higher frequency in the destructured and avoidant models than in the contrast group. These differences can be interpreted as the origin of the exclusion and destructurisation that characterises the families in question

[The intergenerational transmission of social exclusion and its detection in early childhood education]. / La reproducción intergeneracional de la exclusión social y su detección desde la educación infantil.

In this paper we analyse the relationship between the self-confidence manifested by 3-6 year old in the internal working model (evaluated by interview) and their adaptation to nursery environment observed by their teacher, along with the relationship between these variables and the social-economic disadvantage encountered by the families of the children. The study was carried out with 128 children (64 from families in deprived circumstances and 64 in the contrast group). The results show that children from families with serious problems of exclusion exhibit adaptation deficiencies in all of the assessed factors: competence and empathy, passiveness/isolation and antisocial behavior; in the interview, they also show less frequency of the secure model, and higher frequency in the destructured and avoidant models than in the contrast group. These differences can be interpreted as the origin of the exclusion and destructurisation that characterises the families in question.

La violencia entre iguales en la adolescencia y su prevención desde la escuela / The violence between adolescents and its prevention from school

En este artículo se analizan, desde una perspectiva ecológica, los principales resultados obtenidos en las investigaciones sobre violencia entre adolescentes: incidencia, características de agresores y víctimas, diferencias en función de la edad y el género, prestando una especial atención a la serie de estudios1 que su autora ha dirigido con 826 adolescentes sobre las condiciones de riesgo y protección de la violencia que sufren, ejercen u observan, en la escuela y en el ocio. A partir de los cuales se propone desarrollar la prevención integrando características de los programas específicos contra el acoso desde una perspectiva más amplia, que permita superar las contradicciones más habituales y rechazar todo tipo de violencia, así como el modelo de dominio-sumisión en el que se basa. Y se destacan, como componentes clave para la prevención: el desarrollo de la cooperación a múltiples niveles y el currículum de la no-violencia. Los resultados obtenidos en un programa evaluado con 783 adolescentes confirman la eficacia y viabilidad de dichos componentes

This article analyses, from an ecological perspective, the main results obtained in investigations concerning violence between adolescents: prevalence, characteristics of aggressors and victims, and age and gender related differences, with a special emphasis on the series of studies that the author has directed with 826 adolescents concerned with the conditions of risk and protection with respect to the violence that they suffer, employ or observe, in school and in leisure. Based on the results of these studies, the development of prevention is proposed, integrating characteristics of specific anti-bullying programs from a wider perspective, which overcomes the usual contradictions and rejects all forms of violence, along with the dominance- submission model on which it is based. Emphasis is placed on the following key components for prevention: the development of multiple-level cooperation and a no-violence curriculum. The results obtained from a program assessed with 783 adolescents confirm the effectiveness and viability of the aforementioned components

Los docentes y los nuevos retos de la escuela. La prevención de la violencia y la exclusión social / No disponible

En este artículo se presenta una serie de propuestas sobre cómo adaptar la escuela a los actuales cambios sociales y el papel que la colaboración entre psicólogos y docentes puede tener para conseguirlo. Como concreción de lo cual se describen los programas Prevención de la violencia y lucha contra la exclusión desde la adolescencia. Su evaluación experimental ha permitido comprobar su eficacia para prevenir o reducir las situaciones de exclusión y de violencia en la escuela y en el ocio, así como para promover actitudes contrarias a distintos tipos de violencia, la disponibilidad de estrategias positivas para prevenirla y una mejor relación con el aprendizaje y el profesorado

This paper presents a number of proposals about how to adapt school to current social changes and about the contribution of cooperation between psychologists and teachers. As an example, programs for the prevention of violence and the struggle against exclusion beginning in the adolescence are described. Evaluation of these programs has shown their effectiveness for the prevention and decrease of exclusion situations and violence both at school and at leisure time. The programs have also proved useful to promote attitudes against other kinds of violence, to make preventative positive strategies available, and to improve their relationship with learning and with the teaching staff